-
新视野大学英语
读写教程
第
四
册
教
案
B4U5
1
Unit 5
Why
culture counts
*
Teaching
Objectives
：
Students will learn to use English to
1. To talk about a stereotype of
Chinese language and culture
2. To
further understand the text
3. To apply
the phrases and sentence patterns
4. To
master the paragraph (essay) writing skill
*Time Allotment: each unit
8 classes
1st---
2nd classes: Part I Warming up
1.
Lead-in :
Background introduction and theme-
related questions for warming up
2.
Understanding
of
the
text:
Detailed
understanding
focus
on
Reading
Strategy
including Topic
Sentence, Key Words, Logic Words, Reading Clues
etc. in order
to
help
students
have
a
better
understanding
about
the
passage
by
asking
some
questions about it.
3rd--4th
classes:
Part II Text Study
3.
Reading in
Depth:
Structure Analysis, Summary,
Difficult sentences analysis
4.
Language
Focus:
More practice in Language Points
(language points explanation,
Sentence
Patterns, Useful Expressions)
5th
—
6th
classes:
Part III Reflection
5.
Critical
thinking:
More speaking practice in
discussion related to stereotypes of a
foreign country and how to deal with
cultural differences.
6.
Writing Practice: Essay writing
? A frustrating experience
? An unforgettable experience
?
A difficult
decision
7th
—
8th classes:
Part IV Assignment
7. Post-reading
activities:
review words and
expressions, role-play, exercises, etc
8. Section B
: Focus on fast
reading and Practice in reading skill
2
UNIT 5
Section A
Speaking Chinese in America
Part I Warming up
1. Lead-in:
1) Answer
Questions
Q1.
Some
Westerners think that Chinese people tend to avoid
saying “no” directly.
What are the
common ways in which the Chinese express
disagreement, rejection or
refusal in
daily communication?
Tips:
Chinese people generally use
expressio
ns like “possibly no” or “I’m
afraid it won’t
work” to say “no” to
others. This makes them less direct in giving
rejections.
Q2.
Are all
Chinese so “discreet and modest” that there aren’t
even words for “no”?
Tips:
No. When people with greater authority
or power say “no” to those in a lower
status
(e.g. parents to children), they
can be very direct and straightforward, e. g.
“absolutely no”.
2) Listen and talk
Listen
to
a
radio
program
on
compliments
in
American
English.
Complete
the
answers to the following questions.
Q1. What are the common structures
Americans
use
to compliment each other?
(a) What a …! (e.g. “What a nice hat!”)
(b)
___________________________________
(Give one structure and one
example)
Tips
:
I like your … (e.g. “I like your hat.”)
I love your …
(e.g. “I love your shoes.”)
Q2. Are there any differences between
Chinese and American cultures in how people
compliment each other and how they
respond to a compliment?
Tips
: Yes, the traditional
way is to say something to show that we or the
object we
own is not that good. For
example, we may say
“哪里”
(meaning
“
it is
nothing
”
).
But in
modern days, many people have adopted the English
way of responding to a
compliment. They
say
“thank you” very o
ften
too.
3) Compound dictation
China
is casting such a huge __________ on the United
States that many Americans
are
______________
to
learn
the
Chinese
language
_____________
retain
their
competitive
edge.
“Interest
in
learning
Chinese
among
American
youth
and
their
parents
has
grown
dramatically
in
the
past
five
years.”
said
Vivien
Stewart,
vice
president
at
the
Asia
Society,
a
US
group
trying
to
__________________
between
Americans
and
the
peoples
of
Asia
and
the
Pacific.
China’s
dramatic
rise
to
nea
r
superpower
________
and
its
telling
effects
politically,
economically,
and
___________ are driving the interest to
learn the language, experts say. From
3
_________________
to
high
schools,
studies
by
the
Asia
Society
show,
there
is
a
“rapid rise” in
_____
_____ among pupils to study the
Chinese language.
The
Chinese
rich cultural traditions and
blossoming economy mean that is now ______________
all of our students to be better
prepared to engage them and
_______ opportunities
together,” said Michael Levine, Asia
Society’s executive director of education.
Keys: shadow,
scrambling, in a bid to, bridge the gap, status,
culturally, kindergartens,
interest,
essential for, seize.
2.
Cultural Background: Chinese Americans
Discuss with your partner the following
questions:
1) What does Chinese
Americans refer to?
Tips
:
The term “Chinese Americans” refers to
Americans of Chinese descent. It also
includes those with partial Chinese
ancestry.
2) What stereotypes of
Chinese Americans are depicted in the media?
Tips:
·
Chinese Americans are
“foreign” and “unassimilated”.
·
Chinese are alien
predators.
·
Chinese
Americans are restricted to cliché
d
occupations.
·
Chinese
Americans are polite.
·
Chinese Americans as a
whole are a model minority.
3) What are
the popular columns in the history of the New York
Times Magazine?
Tips
:
Some of the popular columns in the
history of the magazine are “On Language”,
“The Ethicist”, “Consumed”, and “The
Funny Pages”.
Part II Text Study
1. Global
Reading:
Tips for Reading: A Good
Reader should
1) Try to
become an active reader.
2) Learn to
ask more questions. ( what, why, how)
3)
Do
the
efficient
reading.
(key
points,
topic
sentence,
key
words,
locating
words, necessary
and sufficient )
4) Develop a habit of
marking during reading.
1.1
Answer Questions
1)
Why
did
the
author’s
mother
describe
her
Sau
-sau
by
using
the
expression
“nominal
courtesy” at the dinner? (Para.1)
Tips:
She just pretended to
be polite. (ate up the dish
in
the end;
although she
didn’t want it
at first.)
2)
When the author’s mother offered the
last
scallop from the garlic seafood
dish,
Sau-
sau’s response:
(Para.2)
Tips:
4
3)
What
did
the
author’s
mother
suggest
as
the
right
way
for
the
Chinese
to
respond at the dinner
table in America? (Para. 8)
Tips: They
say directly whether they want to have anything or
not. They would
rather than refuse for
the sake of politeness even if they in fact want
to eat it.
4)
How
did
the
article
in
The
New
York
Times
Magazine
describe
Chinese
language and
culture? (Para.10)
Tips: It said that
Chinese language and culture were very indirect
and polite.
5)
Why
did
the
author’s
parents
scold
her
when
she
answered
them
with
a
question?
(Paras.13-17)
Tips: They thought that
she was not respectful if she questioned them.
6)
In
Paragraph
21,
the
author
mentions
how
an
outside
observer
might
view
Chinese people by just
listening to her mother speak. Why does she
discuss this?
Tips: To support her
opinion that to understand the difference between
languages
and behavior just through
literal translation may lead to wrong
generalizations.
7) What
did the author worry? (Para. 22)
Tips:
See Chinese people from a limited perspective;
Lead to actual intolerance
and few
Chinese in top management positions;
The power of
language.
8)
How
does
the
author
feel
about
the
description
of
Chinese
people
as
being
“modest and polite”?
(Para. 24)
Tips:
She feels
that it is
annoying because
such
a
description does
not
express
new ideas, honest emotions or
considered thought.
9)
Acco
rding
to
the
text,
how
do
Chinese
people
say
“yes”
or
“no”
when
answering questions? (Para. 28)
Tips: Saying something specific to what
is asked because there is no one word in
Chinese for “yes” or “no”.
Referring directly to the proposition
being asserted or denied.
1.2 Structure Analysis:
5