新进阶3综合Unit3

New Progressive College English Book III UNIT 3 Cultural Differences

Unit 1 Cultural Differences

1. Teaching Objectives:

Students will be able to

A. have a thorough understanding of the text contextually and linguistically

B. illustrate the concept of cultural shock by giving examples

C. learn languages, e.g. words, phrases, difficult structure

D. become familiar with the writing of a comparison/contrast essay

2. Time Allotment:

1st Period: Lead-in Activities (Warm-up activities; Discussion about cultural differences)

2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization)

3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures)

4th Period: Detailed reading Activities (Learning new words, summarizing good usage)

5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation))

6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment)

3. Teaching Procedures:

3.1 Lead-in Activities

Step 1. Warm-up activities

The teacher introduces 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.

Step 2: Discussion about cultural differences

The teacher explains the pictures in Opener that illustrate the differences between the Westerner and Chinese in their perspectives on different issues. The teacher asks Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture.

Method: Using task-based language teaching method, communicative approach.

3.2 Global reading

Step1. Approaching the theme

The teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law's fulltime presence in her family.

Before moving on to the author's account, The teacher explains to Ss the text can roughly be divided into six parts.

Method: PPT; communicative approach.

Step2. Analyzing the text organization

The teacher guides Ss to explore the text by asking them to work on the table in Text Organization and do the task in Digging into detail.

Then students should sum up the differences of views between the author and her mother-in- law on matters described in the text.

Method: skimming and scanning, communicative approach

3.3 Detailed Reading

3.3.1 Procedure

1) Students are asked to read the passage carefully again and for each paragraph

(sometimes two-three paragraphs), invite students to answer questions related difficult sentences and understanding of each paragraph.

2) Help Ss find out the good usage in the text and underlined them.

3) Learn new words in details.

Purpose: Further understand the text and train scanning ability to learn difficult sentence structures as well as new words and expressions.

Method: Reading the text together; Using task-based language teaching method, reading approach, communicative approach, grammar-translation approach.

Step1. Understanding the text in a deeper level

Paras.6

Q. What made the author so mad about her husband that they began to fight over childcare duties?

A: The 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

Q: How did her mother-in-law explain her role in the family?

A: 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

Q: What did the author think of her mother-in-law’s explanation?

A: She 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

Q: How come her husband, unlike the author, failed to adopt daily habits around the