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1、word 《全新版大學(xué)進(jìn)階英語綜合教程3》課程單元教學(xué)設(shè)計(jì)（教案） 本次課標(biāo)題 Unit 3 Cultural Differences 授課教師 潘新淮 授課班級(jí) 18級(jí)A14班 18級(jí)A5班 18級(jí)A9班 授課時(shí)間 3月28日1,2節(jié) 3月28日3,4節(jié) 3月28日5,6節(jié) 授課地點(diǎn) 4棟501室 4棟501室 8棟105室 教學(xué)目標(biāo) 能力（技能）目標(biāo) 知識(shí)目標(biāo) 1.have a thorough understanding of the text contextually and linguistically; 2.build u

2、p an active vocabulary to talk about cultural differences and know how to use the key words and expressions in context properly. 1. illustrate the concept of cultural shock by giving examples; 2. Bee familiar with the writing of a parison/contrast essay. 教學(xué)基本容 Warming-up Activities 1) Opener;

3、2) Cultural background. 教學(xué)重點(diǎn)和難點(diǎn) Focus: 1) To further understand the text; 2) To apply the words, phrases and sentence patterns. 3) Bee familiar with the writing of a parison/contrast essay. Difficulties: 1) To master and apply the sentence patterns in this unit; 2) build up an active voc

4、abulary to talk about cultural differences and know how to use the key words and expressions in context properly; 參考資料 參考資料 1. 《全新版大學(xué)進(jìn)階英語-綜合教程3》（外語教育） 2. 《全新版大學(xué)進(jìn)階英語-綜合教程教師手冊(cè)3》（外語教育） 3. Teaching courseware（外語教育） 編號(hào)：U3-01 33 / 33 Steps （步驟） 教學(xué)組織 Step One （步驟一） Opener: Pair work: T

5、he pictures below pare Westerners (marked in blue) and Chinese (marked in pink) in their way of looking at children and the family, travelling, and the role of the boss in an organization. Look at the pictures and work with your partner to answer the questions that follow. Helpful Expressions 接送

6、孩子 drop off and pick up the child 風(fēng)土人情 local customs and culture 到此一游 been here, done that 高高在上 superiority 有權(quán)有勢(shì) powerful Questions: 1 In what way does the role of grandparents in Chinese families differ from that in Western families? 2 In what way do Western tourists and Chinese tourists b

7、ehave differently? 3 In what way do Western and Chinese employees differ in the way they look upon their boss? Tips in this part: 1. Introduce the topic to the class by asking if they can give any example of how Chinese and non-Chinese behave or think differently in life. 2. Explain the pictur

8、es in Opener that illustrate the differences between the Westerners and Chinese in their perspective on different issues. 3. Ask Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. 4. To sum up, have different pairs report to the class their d

9、iscussion on the pictures, one pair for one picture. Step Two （步驟二） Video watching: After watching a video clip about an interview with three foreign women marrying Chinese husbands, discuss the following questions with your partner. 1. According to the video, when raising grandchildren, what

10、 is the difference between Chinese grandparents and American grandparents? 2. How are the day-to-day responsibilities divided in Jocelyn’s family? Is it the same in your family? If not, how does your family divide the daily responsibilities? Step Three （步驟三） Cultural Notes: gender equ

11、ity: the view that both men and women should receive equal treatment and not be discriminated against based on their gender. This is the objective of the United Nations Universal Declaration of Human Rights, which seeks to create equality in law and in social situations, such as in democratic activ

12、ities and securing equal pay for equal work. 男女平等，即男女不因性別差異而受到歧視。聯(lián)合國(guó)《世界人權(quán)宣言》的目標(biāo)為，在法律、社會(huì)、政治生活中，男女平等，同工同酬。 入鄉(xiāng)隨俗：Literally means that when you enter a village, follow the local customs. This Chinese idiom may bring to mind the popular English saying “when in Rome, do as the Romans do”. It is?a

13、?proverb?attributed to?Saint Ambrose, which means that it is advisable to follow the conventions of the area which you are residing in or visiting. “入鄉(xiāng)隨俗”為中國(guó)習(xí)語，字面意思是當(dāng)你到了一個(gè)村莊，應(yīng)按照當(dāng)?shù)氐娘L(fēng)俗習(xí)慣行事。該習(xí)語會(huì)使人聯(lián)想到一句廣為流傳的英文諺語：“身在羅馬就得像羅馬人般行事。”這句諺語出自圣安布魯斯，意為人們到一個(gè)地方居住或探訪時(shí)，應(yīng)遵從當(dāng)?shù)亓?xí)俗。 Tips： Introduce the topic of the t

14、ext by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law’s full-time presence in her family. Homework （作業(yè)） 1. To preview & memorize the new words; 2. To preview the text. Conclusion （總結(jié)） Through studying this unit, students can learn l

15、anguage on the base of the understanding of the spirits of the passages in this unit. At the same time they can master more than 20 words, several phrases and expressions. And they also master the correct ways of language expressions. Meanwhile they strengthen the understanding of the language of En

16、glish and review the knowledge learned before through doing exercises. 《全新版大學(xué)進(jìn)階英語綜合教程3》課程單元教學(xué)設(shè)計(jì)（教案） 本次課標(biāo)題 Unit 3 Cultural Differences 授課教師 潘新淮 授課班級(jí) 18級(jí)A5班 18級(jí)A14班 18級(jí)A9班 授課時(shí)間 4月1日1,2節(jié) 4月1日3,4節(jié) 4月1日5,6節(jié) 授課地點(diǎn) 4棟501室 4棟501室 8棟105室 教學(xué)目標(biāo) 能力（技能）目標(biāo) 知識(shí)目標(biāo) 1.have a thorough underst

17、anding of the text contextually and linguistically; 2.build up an active vocabulary to talk about cultural differences and know how to use the key words and expressions in context properly. 1. illustrate the concept of cultural shock by giving examples; 2. bee familiar with the writing of a paris

18、on/contrast essay. 教學(xué)基本容 Text Study 1) Interactive reading of the text; 2) Language focus. 教學(xué)重點(diǎn)和難點(diǎn) Focus: 1) To further understand the text; 2) To apply the words, phrases and sentence patterns. 3) bee familiar with the writing of a parison/contrast essay. Difficulties: 1) To master and

19、 apply the sentence patterns in this unit; 2) build up an active vocabulary to talk about cultural differences and know how to use the key words and expressions in context properly; 參考資料 參考資料 1. 《全新版大學(xué)進(jìn)階英語-綜合教程3》（外語教育） 2. 《全新版大學(xué)進(jìn)階英語-綜合教程教師手冊(cè)3》（外語教育） 3. Teaching courseware（外語教育） 編號(hào)：U3-02

20、 Steps （步驟） 教學(xué)組織 Step One （步驟一） prehension check 1. Text Organization Pair work: This text is organized around the cultural shock the author experienced after the birth of her daughter and her mother-in-law’s fulltime presence in her family. It can roughly be divided into six parts. Now

21、 plete the following table by writing down the main idea of each part. The first one has been done for you. When you finish, pare notes with your partner. Part Paragraphs Main Ideas Part One Paras. 1-2 The fulltime presence of the author’s mother-in-law after the baby’s birth skewed the balanc

22、e in the family. Part Two Paras. 3-5 Her mother-in-law’s sacrifice made her grateful but uneasy, even suspicious at times. Part Three Paras. 6-7 The author and her husband experienced conflict because of their pletely different views on family relationship and gender equity. Part Four Paras

23、. 8-10 Her mother-in-law’s explanation of her role in the family was a plete cultural shock, because the author, brought up in Canadian culture, prefers greater involvement from her husband in raising their daughter. Part Five Paras. 11-13 The women at the dinner table helped put things in persp

24、ective for the author. Part Six Paras. 14-16 The author finally understood the Chinese way of raising a child, but she is unlikely to change diapers for her mother-in-law in the future. 2 prehension Check Pair work: With the teacher as guide, you and your partner work on the following prehen

25、sion check exercises. 2.1Digging into detail Answer the following questions to better understand the text. You may want to write down some key words in the space provided before you do so. (Para. 6) 1 What made the author so mad about her husband that they began to fight over childcare duties? T

26、he fact that he wasn’t taking on half of the childcare duties, and he thought it was more important to spend time on his work than on his daughter, and his expectation that his mother would do all the housework he was supposed to do. (Para. 8) 2 How did her mother-in-law explain her role in the fa

27、mily? Her mother-in-law explained that her role in the family was to lighten the burden of her son, allowing him to keep his former way of life, and to help her daughter-in-law out with parenting and household management. (Para. 9) 3 What did the author think of her mother-in-law’s explanation? S

28、he thought it was absolutely unacceptable, because, in her view, her husband is one of two parents, and therefore their daughter should be half his responsibility; and she married her husband, not her mother-in-law. (Para. 13) 4 How e her husband, unlike the author, failed to adopt daily habits aro

29、und the schedule of their daughter? He obviously believed that mothers are the primary caregiver of children and this was the normal difference between mothers and fathers. (Para. 16) 5 How did the author react when she was told that, now that her mother-in-law helped her out by taking care of her

30、 daughter, it was her responsibility to take care of her mother-in-law when she was old? She totally rejected the idea, because she thought what her mother-in-law did was fulfilling the parenting responsibility of her husband, therefore it was her husband’s responsibility to take care of his own m

31、other when she was old. 2.2 Understanding difficult sentences Tips in this part： 1. Before moving onto the author’s account, explain to Ss the text can rough divided into six parts. 2. Guide Ss to explore the text by asking them to work on the table in Organization and do the task in Digging

32、 into detail. 3. Ask Ss to sum up the differences of views between the author and her mother-in-law on matters described in the text. 4. Check Ss' understanding by guiding them through the tasks in Understanding difficult sentences. Step Two （步驟二） Text Analysis The author’s reflections on ch

33、ildcare are skilfully framed between the conversations with other wives that open and close the text. The opening sets the scene and introduces her husband and herself. Next es her mother-in-law, whose strong sense of duty is expressed in a shift to short, emphatic sentences: “Her role is clear. She

34、 has to be here.” What follows is part factual account, part persuasive argument. The author does not simply give a neutral description of the differences between her husband and herself. She clearly wishes to persuade us that she is right and he is wrong. As a consequence her writing contains much

35、 in mon with other pieces of persuasive writing. There are the rhetorical questions: “I am expected…but he is relieved of his fatherly duties…?” “Why does he get out of the daily tasks…?” There is the emotive language. She is “incensed” at what she sees as his “l(fā)aziness”; he “wasn’t honouring” his r

36、ole as a father. Towards the end she admits that he has made an effort to promise, though even here she is quick to add “in response to my growling”. We are left with the impression of an uneasy truce rather than a meeting of minds. Step Three （步驟三） II. Language Focus Words and expressions

37、 1.negotiation: n. 磋商；談判 e.g. The 6-month negotiations between the two countries ended fruitlessly. 兩國(guó)談判半年一無所獲。 2. surround: vt. be closely associated with; be on all sides of 與…緊密相關(guān)；圍繞 e.g. There has been increasingly more reporting on issues surrounding domestic violence in the news media. 新

38、聞媒體上有關(guān)家暴的報(bào)道日漸增多。 3. work out: find the solution to (a problem or question) 想出、得到（解決方法） e.g. It’s important to work out a solution rather than engage in endless discussion. 想出對(duì)策比沒完沒了的空談重要得多。 4. presence: n. 存在；到場(chǎng) e.g. It’s natural for a child to be chatting away in the presence of a loving paren

39、t. 和關(guān)愛的家長(zhǎng)在一起孩子自然有話說。 The tension of the protesters grew with the presence of police. 警察的出現(xiàn)加劇了抗議者的緊情緒。 5. extreme: a. (of views or actions) very different from what people accept as reasonable or normal 偏激的；過激的 e.g. Extreme views sometimes can bee very popular. 偏激的觀點(diǎn)有時(shí)頗受歡迎。 Soldiers are traine

40、d to carry out orders even if they sound extreme. 軍人接受的訓(xùn)練就是即便命令聽上去過激也要堅(jiān)決服從。 6. leave behind: depart and not take along 離開；拋下 e.g. The rough sea crossing served only to emphasize the peace we had left behind. 海上一路顛簸，更突顯被拋卻的和平的可貴。 The taxi driver always reminds his passengers not to leave behind

41、their belongings. 那個(gè)出租車司機(jī)總是提醒乘客不要遺忘隨身物品。 7. prominent: a. outstanding; important 突出的；重要的 e.g. I want our brand name to appear in the most prominent position of the stadium. 我要我們公司的品牌放在體育場(chǎng)最顯眼的位置。 We celebrate the Dragon Boat Festival in memory of a prominent ancient Chinese poet. 端午節(jié)是為了紀(jì)念中國(guó)古代一位

42、著名詩人。 8. sacrifice: n. 犧牲；舍棄 e.g. It is mon for women to make lots of sacrifice for the family. 女性通常為家庭做出很多犧牲。 The downside of a self-driving car is the sacrifice of the pleasure of driving. 無人駕駛車的缺點(diǎn)在于失去了駕駛的樂趣。 9.bonus: n. 意外收獲；紅利，獎(jiǎng)金 e.g. I received a box of cookies as a bonus when I bought

43、 coffee at a café yesterday. 我昨天買咖啡時(shí)獎(jiǎng)到一包餅干。 Our salesperson’s pay is made up of a base salary (about 60% of their total ine) and a bonus (about 40% of their total ine). 我們銷售人員的工資由底薪（占收入的60%）和獎(jiǎng)金（占收入的40%）組成。 10. occasional: a. occurring from time to time 偶爾的 e.g. To the occasional swimmer, a seas

44、on ticket is a waste of money. 不常游泳的人買季票純屬浪費(fèi)。 11. devotion: n. 奉獻(xiàn)，全身心投入 e.g. The scientist who passed away last week was fondly remembered for his total devotion to science. 上周去世的那位科學(xué)家因其對(duì)科學(xué)的奉獻(xiàn)而受到人們的緬懷。 12. household: n. the people of a house collectively 家庭 e.g. She got up to prepare breakfast

45、 while the rest of the household was still asleep. 家人還在安睡，她就起床準(zhǔn)備早餐了。 13. look over one’s shoulder: keep watch for danger or threats to oneself 惴惴不安；小心提防 e.g. It was midnight when I left my office and on my way back home I kept looking over my shoulder to see if there was anyone tailing me. 我半夜才離

46、開辦公室，回家的路上我提心吊膽怕有人跟著。 14.repay: vt. do sth. in return for a favor 報(bào)答；償還 e.g. There had never been any doubt in her mind that she would look after her parents in their old age; they had given up a lot for her, she said, and that was how she would repay them. 等父母年紀(jì)大了自己會(huì)照顧他們，對(duì)此她沒有絲毫疑惑；她說父母為她放棄了那么多，她

47、只能如此回報(bào)。 The pany has to sell a building to repay its debt. 公司只能售樓償還債務(wù)。 15. phase: n. 階段；時(shí)期 e.g. The minister claimed in his speech that the manufacturing industry was entering a very different phase with the rapid growth of artificial intelligence. 大臣在講話中指出，隨著人工智能的迅速發(fā)展，制造業(yè)進(jìn)入了一個(gè)非常不同的時(shí)期。 College

48、 marks a particular phase in a young person’s life, the phase of newly-gained independence. 大學(xué)是年輕人獨(dú)特的人生階段，一個(gè)剛剛獲得獨(dú)立的階段。 16. in one’s eyes/in the eyes of: in the opinion of, from the perspective of 在……心目中 e.g. The educator pointed out that a child could do no wrong in the eyes of some parents. 那位教

49、育工作者指出，在有些家長(zhǎng)的眼里，自己的孩子沒有任何不是。 17. fall short of: fail to satisfy 達(dá)不到，不符合 e.g. I tried my best, yet my performance still fell short of my hopes. 我盡了全力，但我的表現(xiàn)還是沒有達(dá)到自己的預(yù)期。 18. expectation: n. 期望；預(yù)期 e.g. Chinese parents tend to have great expectations for the future of their children. 中國(guó)家長(zhǎng)往往期待孩子前途

50、無量。 Hot money flew into China in the expectation of higher interest rates. 對(duì)高利率的期待使得熱錢紛紛流入中國(guó)。 19. hono(u)r: vt. do what is required by a promise or a contract 信守；執(zhí)行 e.g. High school students in Shanghai must honour their munity mitments and plete at least 40 hours of volunteer work. 高中生必須參加社區(qū)服務(wù)

51、，至少要完成40小時(shí)的志愿服務(wù)。 The international pany informed us that it will not be able to honour its contract with us. 那家跨國(guó)公司通知我們，他們將無法履行與我們訂立的合同。 20. apparent: a. clear and obvious 明顯的 e.g. The professor said the young man had many good qualities despite his apparent assertiveness/rudeness. 教授說，那個(gè)年輕人雖然有

52、些魯莽，卻有著許多優(yōu)秀的品質(zhì)。 21. wash up: wash dishes 飯后洗餐具 e.g. Do Chinese husbands help to wash up after dinner? 中國(guó)男人飯后會(huì)幫著洗涮嗎？ 22. aspect: n. 方面 e.g. Dealing with people is a primary aspect of my work as a manager. 作為經(jīng)理，工作的一個(gè)重要方面是處理人的問題。 23. maintain: v. keep in a certain state, position, or activity 維持

53、；保持 e.g. A police force is needed to maintain law and order. 維持法律與秩序需要警力。 It is essential to build up and maintain a reasonable level of physical fitness. 通過鍛煉保持一定的體能非常重要。 24. help out: help (sb.) do sth. 幫助（某人）做事 e.g. I sometimes help out in the shop of my friend’s on weekends. 周末我有時(shí)會(huì)在朋友的店里幫

54、忙。 25. parenting: n. 養(yǎng)育，撫養(yǎng) e.g. There are many programs aiming to teach new parents parenting skills. 有各種教新手父母育兒技能的項(xiàng)目。 26. relieve ... of : help (sb.) by taking (sth. heavy or difficult) from them 解除（某人）的（負(fù)擔(dān)、困難等） e.g. Some people eat a lot to relieve themselves of anxieties. 有的人為了減緩焦慮就大吃。 27.

55、 in one’s view: in one’s personal opinion 在……看來；按……的看法 e.g. In my view, the local government should do more for the elderly. 在我看來政府應(yīng)該為老年人做更多實(shí)事。 28. get ... wrong: (infml) not understand correctly what (sb./sth.) means 誤會(huì) e.g. Don’t get me wrong, please: I’m not quitting despite the setbacks. 請(qǐng)別

56、誤會(huì)：即便有挫折我也不會(huì)放棄。 29. preference: n. 喜好；偏好 e.g. Customer preferences must be taken into consideration when designing a new product. 設(shè)計(jì)新產(chǎn)品時(shí)必須考慮到顧客的喜好。 Employers have a preference for college graduates who think critically and can municate effectively. 用人單位比較青睞那些能獨(dú)立思考、有效溝通的大學(xué)畢業(yè)生。 30. equivalent: a

57、. equal as in value, force, or meaning 對(duì)等的 e.g. His silence is equivalent to an admission of guilt. 他不說話就是默認(rèn)有罪。 31. sole: a. only 唯一的；僅有的 e.g. Her sole aim is total control over the pany management. 她唯一的目的就是完全掌控公司管理大權(quán)。 Percy the penguin, the sole survivor of a mysterious illness at the Cotswol

58、d Wildness Park, is fighting for its life. 科茲沃爾德野生公園神秘病害的唯一幸存者企鵝波西目前生命垂危。 32. strike a balance: find a sensible middle point between two demands, extremes, etc.; promise 調(diào)和；折衷 e.g. The speaker set out his viewpoints on how to strike a balance between the freedom of the press and the right to/of p

59、rivacy. 發(fā)言者就如何達(dá)成新聞自由與隱私權(quán)的平衡提出了自己的觀點(diǎn)。 We have to strike a balance between offering people what they liked with the first movie and ing up with something new. 我們要中和一下：既向觀眾提供他們?cè)谟捌谝徊恐邢矚g的東西，同時(shí)又有新的容。 33. put ... in(to) perspective: judge (sth.) by considering it in relation to everything else 全面客觀地看待

60、（或判斷） e.g. Before you begin to think that it might be safer to starve than to eat and run the risk of food poisoning, it’s important to put the whole matter of food poisoning into perspective. 重要的是全面看待食物中毒這件事，而不是寧肯挨餓也不吃以免食物中毒。 34. barely: ad. hardly 很少；幾乎沒有 e.g. We had barely enough to eat, let

61、alone to spare. 我們都吃不飽，哪里還有剩余。 It seemed that everyone was speaking and we could barely hear the speaker. 大家七嘴八舌，都聽不見發(fā)言人在說什么。 35. in response to: in reaction to sth. that has happened or been said 對(duì)……做出反應(yīng) e.g. In response to traditional Chinese medication, the elderly gentleman quickly recovere

62、d. 看了中醫(yī)，老先生很快就康復(fù)了。 36. adopt: vt. take up and follow 采取，采用 e.g. Scientists urge governments around the world to adopt a positive approach to the environment. 科學(xué)家呼吁各國(guó)政府更積極地應(yīng)對(duì)環(huán)境問題。 37. get away with: do sth. wrong and not be punished for it 逃脫處罰 e.g. Many people were angry that Mr. Simpson got a

63、way with murder. 辛普森先生沒有被判謀殺，很多人非常憤怒。 Sentence structure： 1. The cooking, the cleaning and the childcare were all amazing bonuses that I don’t dare plain about… (Para. 4) The cooking, the cleaning and the childcare were an unexpected huge help that I cannot think of plaining about... 她做飯、打掃

64、、帶孩子，這一切都是期望之外的，我不敢有任何怨言。 2. At times, this level of generosity made me look over my shoulder waiting for the other shoe to drop. (Para. 5) At times this level of generosity made me very uneasy and I was very anxious about what was going to happen next. 有時(shí)，這種慷慨大度令我心神不寧，不知道接下來會(huì)有什么事。 3. In my West

65、ern eyes, he was falling short of my expectations and wasn’t honouring his role as a father. (Para. 6) As a Westerner, I found his conduct disappointing, and felt that he was failing to take on his responsibilities as a father. 從我一個(gè)西方人看來，他沒有做到我所期待的，沒有擔(dān)當(dāng)起父親的責(zé)任。 4. …h(huán)is prioritizing work-related ti

66、me away from home rather than ing home to be with his daughter. (Para. 6) …h(huán)is attaching more importance to work-related time away from home than to being at home to be with his daughter. 他優(yōu)先考慮外邊與工作有關(guān)的事務(wù)，而不是回家陪伴女兒。 5. Our fights seemed to get us nowhere, however. (Para. 7) However, we failed to reach any agreement over the issue in spite of the arguments. 然而我倆的爭(zhēng)吵似乎不解決任何問題。 6. We were clearly two people looking at the same painted wall and each declaring it different colours. (Para. 7) We