新编实用英语综合教程第二册第四单元

10 2010 4 13 1、2 课题Unit 4 Training across cultures
教学目的与教学要求
Master the grammar rules
教学重点与教学难点
1 .The main structure of sentences
2. Grammar: Relative Clause
教学主要内容
1. Review Passage1
2. Exercise checking
3. Grammar rules: Relative Clause
4. Practice: exercises 4&5
课后作业与思考题
1. Read passage B in workbook
2.Translate the sentences on P91 in the exercise book and hand in.
总结分析
教学过程
教学环节与时间分配
I. Review Words
1. Ss are asked to speak out important words and phrases.
2. Do some oral translation work
3. Dictation
II. Check exercises on P85-86.
III. Relative Clause定语从句
在句中用作定语的从句称为定语从句。

定语从句通常位于它所修饰的名词或代词之后，这种名词或代词称为先行词。

引导定语从句的关联词为关系副词。

关系代词在定语从句中可用作主语、宾语、表语、介词宾语和定语等，关系副词在定语从句中只用作状语。

1. 由关系代词who，whom，whose，which，that引导的定语从句
1) who 代替人，在从句中作主语。

A man who does not try to learn from others cannot hope to achieve much.
一个不向别人学习的人是不能指望有多大成就的。

2) whom代替人，在从句中作宾语，通常可省略。

The engineers whom we met yesterday have worked out a new automatic device. 我们昨天碰到的那些工程师设计出了一种新的自动化装置。

3) whose 代替人或物，在从句中作定语。

Madame Curie is a great scientist whose name is known all over the world.
居里夫人是一位全世界闻名的伟大科学家。

（指人）
They live in the house whose door and windows are all broken.
他们所居住的房子门窗都坏了。

（指物）
4) which 代替物，在从句中作主语、宾语或介词宾语。

作宾语时，通常可省略。

A direct current is a current which flows in one direction only.
直流电是沿着一个方向流动的电流。

The music to which we listened last night was written by my father.
我们昨晚听的那首曲子是我父亲写的。

He is the only one among us that knows English.
5) that代替人或物，在从句中作主语或宾语，但不能作介词宾语。

作宾语时通常可省略。

他是我们当中唯一懂英语的人。

（指人）
The car that almost crashed into me belonged to Brown.
差点撞上我的那辆车是布朗先生的。

（指物）
She talked about the professors and colleges that she had visited.
她谈到了她所访问过的教授和大学。

（指人和物）
注意：关系代词that和which的区别如下：
1) 先行词为all，anything，something，nothing，everything，little，much等不定代词时，只能用that。

Matter is anything that has weight and takes up space.
任何具有重量并占有空间的东西都是物质。

2) 先行词前有最高级形容词以及first，last，every，some，any，very，next，only等修饰词时，只能用that。

The first thing that they should do is to work out their plan.
他们该做的第一件事就是制定个计划。

3) which引导的定语从句前可使用逗号，表示这是非限定性定语从句，that 从句则不能。

His speech, which bored everyone, went on and on.
他的演讲不断持续着，令每一个人都心烦。

I never met Judy again, which was a pity.
我再也没见到朱迪，十分遗憾。

The car that almost crashed into me belonged to Brown.
差点撞上我的那辆车是布朗先生的。

（指物）
She talked about the professors and colleges that she had visited.
她谈到了她所访问过的教授和大学。

（指人和物）
The car that almost crashed into me belonged to Brown.
差点撞上我的那辆车是布朗先生的。

（指物）
She talked about the professors and colleges that she had visited.
她谈到了她所访问过的教授和大学。

（指人和物）
The car that almost crashed into me belonged to Brown.
差点撞上我的那辆车是布朗先生的。

（指物）
She talked about the professors and colleges that she had visited.
她谈到了她所访问过的教授和大学。

（指人和物）
注意：关系代词that和which的区别如下：
1) 先行词为all，anything，something，nothing，everything，little，much等不定代词时，只能用that。

Matter is anything that has weight and takes up space.
任何具有重量并占有空间的东西都是物质。

2) 先行词前有最高级形容词以及first，last，every，some，any，very，next，only等修饰词时，只能用that。

The first thing that they should do is to work out their plan.
他们该做的第一件事就是制定个计划。

3) which引导的定语从句前可使用逗号，表示这是非限定性定语从句，that从句则不能。

His speech, which bored everyone, went on and on.
他的演讲不断持续着，令每一个人都心烦。

I never met Judy again, which was a pity.
我再也没见到朱迪，十分遗憾。

2. 由关系副词when，where，why所引导的定语从句
1) when作状语，其先行词多为表示时间概念的名词。

We can never forget the day when Hong Kong returned to our homeland.
我们永远不会忘记香港回归祖国的那一天。

2) where作状语，其先行词多为表示地点概念的名词。

The building where you used to live has been pulled down.
你过去曾的住过的那栋大厦已经被拆除了。

3) why作状语，其先行词多为表示原因概念的名词。

We know the reason why he was very angry.
我们知道他为什么非常生气。

3. 限制性定语从句与非限制性定语从句
1) 限制性定语从句
通常限制性定语从句与先行词关系密切，因此不能缺少，否则会影响全句的意义；从句前不用逗号。

You can’t answer the question which he put forward.
你们回答不了他所提出的问题。

2) 非限制性定语从句
非限制性定语从句与先行词只是一种松散的修饰关系，一般只是补充其意思，即使省略了也不会影响主句意义的完整性；从句前常用逗号分开，从句中的关系代词不能省略。

Helen was much kinder to her youngest child than she was to the others, which, of course, made others jealous.
海伦对最小的孩子比对别的孩子体贴得多，这当然使得别的孩子妒忌。

IV. Practice
1. Do exercises 4&5(on P90-91)
2. Check the answers
V. Homework
1. Read passage B in workbook
2.Translate the sentences on P91 in the exercise book and hand in.
11 2010 4 20 1、2 课题Unit 4 Being all ears and trying your hands
教学目的与教学要求
1. Understand the expressions of shopping.
2. Read the dialogues and imitate to make dialogues.
3. Practice listening.
4. Introduce some listening skills.
教学重点与教学难点
1. Make conversations with others based on shopping.
2. Useful expressions and patterns for shopping.
3. Listening and judgement.
4. Passage listening.
教学主要内容
2. Being all ears
2.1 Listen and Decode.
2.2 Listen and Respond.
课后作业与思考题
1. Choose one situation to make up a dialogue in the workbook.
2. Finish Exercise1, 2, 3 on P107-108 in the textbook.
3. Finish Exercise 4, 5 in Section IV (P109) in the textbook.
4. Finish Exercise B in Section 4 in the workbook.
总结分析
教学过程
教学环节与时间分配
I. leading in
Ask Ss what they like doing in their spare time. Then ask some of them to show their experience of shopping (dialogues or statements).
Culture tip
While you are shopping in the United States, you will discover that prices vary considerably from store to store and from time to time. Almost every store has its own “special days” during some important occasions, such as a store’s anniversary, statutory and local holidays, and even long weekends, to lure people to buy things at reduced prices.
Some Americans who are not so well-off often shop at “discount store” or “thrift shop”, which you may also find interesting. The purchase of used second-hand clothing, furniture and other household articles may be a lash-up for those who are short of money and want to start up their independent life immediately.
Clothing sizes are measured differently in the U.S. from the way they’re measured in countries where the metric system is used.
Women
Blouse / Dresses / Suits Shoes
U.S.A 8, 10, 12, 14, 16, 18 6, 7, 8, 9
Metric 38, 40, 42, 44, 46, 48 37, 38, 40, 41
Men
Suits Shirts Shoes
U.S.A 36, 38, 40, 42, 44 15, 16, 17, 18 6, 7, 8, 9, 10
Metric 46, 48, 50, 52, 54 38, 41, 43, 45 39, 41, 42, 43, 44
2. Listen and Respond
2.1 Listen to the dialogue for the third time and answer the following questions orally.
2.2 Check (ask 5 Ss to answer 5 questions)
2.3 According to the students’ response, give a brief explanation, and if necessary listen to the dialogue for the fourth time, while listening give some pause to let the Ss repeat some difficult sentences.
VI. Dialogue 2(P98)
1. Listen and Complete.
Listen to Dialogue 2 and complete the following statements, then check answers.
2. Listen and Judge.
2.1 Listen to the dialogue again and decide whether the following statements are true or false.
2.2 Listen for the third time to get further understanding.
V. Passage (P99)
1. Listen and Read
1.1 Read and remember the new words, then glance at the whole passage.
1.2 Now listen to something more challenging---passage with some blanks for you to fill in. The words in the brackets will give you some hints. Listen to the passages two times and fill in the blanks.
1.3 Check the answers.
2. Listen and Match
Listen to the passage again and match the information in Column A with the choices in Column B.
3. Listen and Conclude
3.1 Answer the following questions orally.
3.2 Try to use the information to write out the general idea of the passage.
3.3 Listen again and check the answers.
VI. Homework
1. Choose one situation to make up a dialogue in the workbook.
2. Finish Exercise1, 2, 3 on P107-108 in the textbook.
3. Finish Exercise 4, 5 in Section IV (P109) in the textbook.
4. Finish Exercise B in Section 4 in the workbook.
12 2010 4 27 1、2 课题Unit 4 Maintaining a sharp eye
教学目的与教学要求
1. Grasp the main idea of the passage.
2. Appreciate the major skills demonstrated in the text.
3. Master the key language points and grammatical structure in the text.
教学重点与教学难点
1. Words and phrases and difficult sentences.
2. Some knowledge of invitation.
教学主要内容
1. Check exercises
2.Background information
3. Read through the text
4. Words and phrases
5. Free discussion about difficult sentences
6. Finish exercise1, 2 (P101)
课后作业与思考题
1. Recite the passage.
2. Finish Exercise 3, 4, 5, 6 on P9102-103 in the textbook.
3. Finish Passage A of Section3 in the workbook.
总结分析
教学过程
教学环节与时间分配
Passage One: Cultural Stereotypes and Misunderstandings
Introduction:
Before we enter the section three, we’ll discuss an etiquette problem first. Suppose, one day you go out with a new skirt and a friend of yours compliments you with “You're looking sharp!”how would you answer it in Chinese way? And how would you answer it in American way? 在进入课文之前，我们来讨论一个关于礼仪方面的小问题。

假如说，一天你穿了条新的裙子，朋友们就赞美你说：“你今天很漂亮！”那么中国人会怎么样回应这种赞美？而西方人会怎么样回应这种赞美？一般来说，中国人会说：“哪里，哪里，随便穿的”等等。

而西方人回答会比较简单，他们会说“Thank you”。

类似的情况还有，比如说这么见面的寒暄。

中国人见面一般都会问：“吃了吗？”，但是如果遇到外国人，你同样用“吃了吗？”来打招呼的话，对方就会误会你要请他吃饭。

所以呢，遇到外国人我们就要遵循外国人的习惯，用谈论天气来打招呼。

Why we answer the same question in different way? Because of the cultural difference. As we all know, we should learn a kind of language not only through its grammar, structure and vocabulary but also through its cultural background. To learn some thing about cultural background of the language will help us to understand the language. So today we’ll discuss something about cultural difference. Please turn to page No 82, Passage One.Cultural Stereotypes and Misunderstandings In this passage the author tells us some examples of cultural differences.
We can divide the whole passage into two parts. Section I is from the first paragraph to the sixth paragraph. (In section one the author give us an example of cultural misunderstandings when she studied in Australia.) And Section 2 is from the seventh paragraph to the end. (In section 2 the author gives us many examples of cultural misunderstandings in Vietnam)
Now, Let’s see the first paragraph. I’ll read it to you. In this paragraph, the author gives the general idea of the whole passage. Tell us that we it is difficult to avoid the misunderstanding and stereotypes about people from different cultures. 1. Stereotypes and misunderstanding about people from other cultures sometimes seem to be unavoidable.
a.seem to be: means appear to be. 似乎，好像。

e.g. 他好像比我还熟悉这条路。

He seems to know the way better than I do.
对于从不同文化环境中来人们来说，有时似乎不可避免会产生某种成见和误解。

2. Even within a single country like Japan, there are typical stereotypical images of Tokyo people as opposed to Osaka（大阪）people, and East Japan inhabitants versus those in Western Japan.
a.as opposed to: 与…相对。

Means against
b.versus: prep. Against. 相对，对抗。

即使在同一个国家，如在日本，东京人和大阪人，东部日本居民和西部日本居民，都有典型的固有形象。

什么叫有典型的固有形象，打比方说，一提到湖南人，就会有泼辣，爱憎分明这么一个概念，一提到上海人，就会与精明联系在一起。

那么泼辣，爱憎分明就是湖南人的固有形象。

那么精明就是上海人的固有形象。

3. Such stereotypes often lead to unusual and sometimes amusing situations（笑话）.
a.lead to: 导致。

e.g. 他的粗心大意导致了这场车祸。

His careless led to this accident.
这种成见常常会引发一些怪事，有时还会闹笑话。

4. When I arrived in Australia to study at the University of Canberra（堪培拉大学）,
I was assigned to（被分配）a room in a student residence on campus（在校内）, where I met people of many different nationalities(国籍).
a. where I met people of many different nationalities: 非限制性定语从句修饰前面提到的a room in a student residence on campus。

当我到澳大利亚堪培拉大学留学时，我被安排在校区里的一个学生宿舍，在那里我结识了许多来自世界不同国籍的人。

5. One day, when the residents were still new to each other during the second week of the first semester(学期), I met one of the other post-graduate students.
a. post graduate: 研究生。

本科生：graduate
第一个学期的第二周，大家相互都还不太了解。

有一天我遇到另一位研究生。

6. He was Ghana and his name was Kofi, which means “Friday” because he was born on a Friday.
他来自加纳（加纳位于非洲的西部），名字就科菲。

科菲就是“星期五”的意
a.e
b.做。

Please explain to me where to begin and how to do it.
c.t hat this is a common way to name children in Ghana:宾语从句。

d.to name children in Ghana: 不定式短语修饰way.
他对我解释说，这是加纳人给孩子取名字的一种常见的方式。

说到这里，还有一个名叫”Friday”的小说人物，出现在Denial Defeo的小说Robinson Crusoe里面。

Friday是一个奴隶，是小说主人公鲁滨逊从食人族手上救下来的一个土著小孩，他是在星期五救下的这个孩子，所以取名星期五。

这部小说中的鲁滨逊是英国流亡的贵族，而星期五是一个与他来自不同种族，宗教和文化的人。

小说讲述了两个人怎么样突破这种文化的差异，成为亦父亦子朋友的故事。

比较契合我们今天讨论的主题，关于cultural difference. 所以如果大家有兴趣的话，可以阅读一下这本小说，更深刻地了解一个关于文化差异的问题。

8. Kofi was a PhD research student, but we lived in the same block of units, so I had seen him a few times.
a. PhD: Doctor of Philosophy, 博士学位。

科菲是个博士研究生，但我们住在一个单元里，所以见过几次。

9. Suddenly he said, “Mayumi, will you teach me to use a computer in the computer center?”
有一次，他突然对我说：“真由美，你到计算机中心教我使用电脑好吗？”10. Confused by the sudden request, I replied, “Why are you asking me, Kofi? I don’t know how to use a computer. I’ve never used one in my life.”
a. Confused by the sudden request: is a past participial phrase used as an adverbial
of reason. 过去分词短语作状语表示原因，相当于一个表示原因的状语从句。

This sentence may be rewritten as “As I was confuse by…”
e.g. Exhausted by the journey, he soon fell asleep. 由于旅途劳累，他很快就睡着了
我被这突如其来的请求搞糊涂了，于是回答他：“你怎么会找我呢？科菲？我不知道怎么用电脑, 我这辈子从没有用过电脑。

”
11. Kofi looked at me with a puzzled expression on his face and said: “ But you are from Japan.”
科菲一脸困惑地看着我说：“可你是日本人啊。

”
12. He didn’t believe that I had never used a computer until explained that not many people used computers in Japan at the time（那时），and many things were
handwritten.
a. Not…until: is useful expression meaning “直到…才”in Chinese, with until introducing a clause or a phrase.
e.g. 他知道晚上才停止工作。

He didn’t stop working until night.
他才不相信我从未用过电脑。

知道我向他解释那时在日本用电脑的人也不多，很多东西依然是手写的，他这才相信。

13. Although the residents of my block were all very aware one of our Australian roommates was a student who was pursuing（从事）
and who seemed to know absolutely everything about computers, of course, Kofi had to ask me because I was from a country whose image was that of a highly technological society and leading exporter of computers.
a.That引导了一个宾语从句。

b.who was pursuing a computer major& who seemed to know absolutely
everything about computers 两个并列的定语从句修饰student。

c.whose image was that of a highly technological society and leading exporter
of computers：whose image引导了一个定语从句修饰country。

d.That 引导一个表语从句。

e.Leading: a. means most important. 主要的。

虽然我们宿舍大楼的人都知道有一位澳大利亚室友是计算机专业的学生，而且似乎诗歌电脑通，但因为我的国家给人的印象是一个高科技的国家，而且是计算机的主要出口国，所以科菲来求我。

14. By the way , I now know how to use computers.
顺便说一句，我现在知道怎么使用电脑了。

15. I leaned it in Australia!
我是在澳大利亚学会的。

In section 2 the author gives us many examples of cultural misunderstandings in Vietnam
16. After I completed an MA( TESOL) degree, I worked as a research assistant/part time teacher at Hanoi University (河内大学)in Vietnam.
取得英语教学硕士学位以后，我到了越南河内大学做研究助理并兼职教英语。

17. The students’English there is rather different from that in the USA or Great Britain, which reflects（v.反应）the particular Vietnamese values.
a.be different from: 与…不同
学生说的英语与美国人或英国人说的英语大为不同，反映了越南人独有的价值观。

18. What interested me most was the way Vietnamese concepts and values were translated into English.
a.What interested me most: is the subject clause.
b.Vietnamese concepts and values修饰way.
令我最感兴趣的是越南人的观念和价值翻译成英语时的表达方式。

主语从句：主语从句有三类：1）由连词that引导的。

e.g. It’s not your fault that this has happened.
2) 由连接代词(when)或连接副词（if, whether）引导的。

e.g. When they will come hasn’t been made public.
3）由what等代词引导。

表示“…所…. ….的（东西）”
e.g. *What you need is more pracice.
*我想知道的就是这一点。

What I want to know is this.
*那人昨天说的话是不确定的。

What the man said yesterday is not true.
19. Solidarity（团结）and familiarity（亲近）, values central to Vietnamese society, contrast strongly with（与…对照）Australian attitudes to privacy, so that common questions, such as “How old are you? Where are you from? Where are you going? How many children do you have? How much do you earn?” always puzzled me.
越南人最重团结亲近，这与澳大利亚人看重隐私形成了强烈的反差。

经常听到他们问这样的问题：“你多大岁数了？你是那里人？你去哪里？你有几个孩子？你收入多少？”这些问题总让我迷惑不解。

20. I felt irritated by such curiosity, and had to ask people how I should reply.
a. feel irritated by: 对…感到难受（恼火）。

(P86, 5)
我对这些好奇心感到很不舒服，不得不向人们讨教该如何回答这类问题。

21. An acceptable response to “How much do you earn?” is “Enough to live on”, I discovered.
我发现，若有人问你“你挣多少钱？”，你可以回答说“够用”。

22. And I was often disconcerted（a. 不安的，惊慌的）by personal remarks, made as observations（观察）(You skirt looks funny!), compliments (You look younger/fresher/fatter), or to express concern（关心）(You’re looking old and tired and ugly today).
我常常听到别人对自己评头论足而感到不知所措，比如人们打量你说你的裙子真滑稽！要么恭维你，说你看几来更年轻了，你看里容光焕发，你胖了等等，有时候又会对你表示关怀体贴，说你今天看起来又老又累又丑。

23. I never learned the right response to this one.
我从未学会怎么恰当回应这些评语。