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《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U3-01Steps（步骤）教学组织Step One（步骤一）Opener:Pair work: The pictures below compare Westerners (marked in blue) andChinese (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 picturesand work with your partner to answer the questions that follow.Helpful Expressions接送孩子drop off and pick up the child风土人情local customs and culture到此一游been here, done that高高在上superiority有权有势powerfulQuestions:1 In what way does the role of grandparents in Chinese families differ fromthat in Western families2 In what way do Western tourists and Chinese tourists behave differently3 In what way do Western and Chinese employees differ in the way they lookupon their bossTips in this part:1. Introduce the topic to the class by asking if they can give any example ofhow Chinese and non-Chinese behave or think differently in life.2. Explain the pictures in Opener that illustrate the differences between theWesterners and Chinese in their perspective on different issues.3. Ask Ss to look at the pictures and discuss the differences in pairs with theaid of the questions that follow.4. To sum up, have different pairs report to the class their discussion on thepictures, one pair for one picture.Step Two（步骤二）Video watching:After watching a video clip about an interview with three foreign womenmarrying Chinese husbands, discuss the following questions with yourpartner.1. According to the video, when raising grandchildren, what is the difference《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U3-02《全新版大学进阶英语综合教程3》课程单元教学设计（教案）编号：U3-03《新视野大学英语（第三版）》Book 3课程单元教学设计（教案）编号：U3-04DiscussionDiscuss what you like / dislike about where you live.things you like:a food market; a bookstore; close to the metro; a good hospital / medical care centerthings that are nice but not essentiala good local supermarket; a sports center;a theater / cinema; a barthings you dislike:lacking of parking space; various types of noise; pollution; high crime rateThink about your neighborhood. What would make it:saferLectures should be given to tell people how to prevent fire, theft and other dangers. Besides, the police should make sure the streets are safe –not only from crime but also from traffic accidents.more beautifulI think we should plant more trees and flowers in the community. In addition, we should discipline our own behavior and should not litter garbage everywhere or draw on the buildings.more interestingMore entertainment activities should be held to draw the interest of people. Meanwhile, don’t forget the children. We should also provide them with facilities to give them fun and joy.better for your healthI think we should build a community gym providing a variety of affordable exercise options. Besides, activities should be conducted to help people quit smoking or excessive drinking.more of a communityI’d really like to see a good shopping mall, where people can meet, get to know each other and entertain themselves.。
M6 Unit3 Understanding each otherReading 1 Cultural differencesTeaching Analysis:This lesson is about th e conversation in a chatting room and focused on the cultural differences. Three students from China, Brunei and the UK have a discussion on the Tnternet about this issue. In this section, students will gain some information about the cultures of different countries and learn to communicate cross-culturally. The Reading strategy in this unit teaches students how to understand examples used in texts. Learning Aims1. Knowledge aim:Get more common sense about cultural differ ences2.Ability ai m: 1) Try to develop students’ ability of task based reading.2)Enable the students to master Reading strategy:understanding theuse of examples.3.Emotional aim: 1) Increase students’ awareness of the importance of understandingcultural differences2) Make students proud of our own cultureImportant points1.Help students improve the cultural awareness.2.Students are to finish the related task based assignments so as to develop their exactreading comprehension.Difficult points1.How to get students to participate the class activities actively.2.Try to help students present their ideas on the to pic.Teaching Methods1.Fast reading to identify the basic information2.Task reading as a brief summary of the topic.3.Discussion for cultural differencesTeaching Aids1.The multimedia2.The blackboardTeaching ProceduresStep1: Revision.Discuss the different greeting ways in different countries.Step2: Lead-inStudents have a discussion about cultural differencesStep3:Fast readingStudentsTick out the things mentioned.wedding shoes presents pointing USA/UK cultural differencesan American celebration color of clothingStep4: Detailed readingT/F questions1.Thanksgiving is celebrated by both Americans and the British people.2. In Italy, guests are expected to give presents to the newly-weds as a souvenir to remember the big day.3. It’s good manners for Americans as well as the British to open the prese nts as soon asthey receive them.4. In Brunei it is polite to point to someone with one’s first or index finger. Differences in wedding reception in Brunei?The ma n and the woman __________________.No ________.Play _______ for a long time, sometimes _______.Step5: Task reading_____1_____ differencesn all nightStep6: Reading strategy:understanding the use of examples1)_______________________________________________________2)________________________________________________________3)_______________________________________________________Step7. Summary____________________________________________________________________ Step8: DiscussionHow to understand each other better ? (behavior, respect...)Step9: homework1. Review what we have leant today.2. Preview the language points in this article.Unit 3 Understanding each otherReading 2 Language PointsT eaching aims:After learning this part, the students will be able to:1.retell the cultural differences mentioned in the passage;2.try to remember useful vocabulary and sentences;3.master them by doing some practice.T eaching procedures:Step 1: Revision &Lead-inFill in the blanks according the passage and try to retell the short passage:Mali has to do her homework on 1)_________ differences. So she goes to the student center to interview others and find some 2)____________ she needs.There is the same 3)__________ in the UK and the USA when they get presents. They like to open them as soon as they get them. There are many differences in wedding ceremony between different western and 4)__________ countries. In Korea, guests are surprised to find that they had a live5)________ and a 6)___________ which are supposed to 7)__________ bad spirits away from the wedding 8)__________. Hens are thought to 9)__________ luck for marriage.In Brunei, a male guests has to sit with the 10) ___________and the other men and a 11)_________ gu est has to be with the bride and the other women in a different area. What’s more, if you go to Brunei, you should point with your 12)_____ instead of your first finger, which can cause 13).__________.Bonfire Night is a 14)_________ that happens with plenty of fireworks. So remember when in Rome, do as the 15)_________ do.Step 2: Language points1. … and hens are thought to ensure good luck for the marriage. (P34)ensure (ensured, ensured, ensuring)ensure success [safety, supplies] 保证成功[安全, 供应]1) I can't ensure his being on time. 我不能保证他的准时。
Cultural Differences 教案一、教学目标：1. 让学生了解和认识不同国家的文化差异。
2. 培养学生尊重和理解不同文化的态度。
3. 提高学生运用英语交流的能力。
二、教学内容：1. 不同国家的饮食习惯。
2. 不同国家的节日习俗。
3. 不同国家的交际礼仪。
三、教学重点与难点：1. 重点：不同国家的文化特点。
2. 难点：如何运用英语描述和交流文化差异。
四、教学方法：1. 任务型教学法：通过小组讨论、角色扮演等活动，让学生在实践中学习和运用语言。
2. 交际法：通过模拟真实场景，培养学生运用英语进行交际的能力。
五、教学步骤：1. 导入：教师展示不同国家的图片，引导学生谈论各自了解的文化差异。
2. 新课内容：教师介绍不同国家的饮食习惯、节日习俗和交际礼仪。
3. 小组讨论：学生分组讨论，分享自己了解的文化差异，并尝试用英语表达。
4. 角色扮演：学生分组进行角色扮演，模拟真实场景，运用英语交流文化差异。
5. 总结与反思：教师引导学生总结所学内容，并鼓励学生在日常生活中尊重和理解不同文化。
6. 作业布置：让学生课后调查一种自己感兴趣的文化差异，下节课分享。
六、教学评估：1. 课堂参与度：观察学生在小组讨论和角色扮演中的参与情况，评估他们的积极性。
2. 语言运用能力：评估学生在描述和交流文化差异时的语言准确性、流畅性。
3. 作业完成情况：评估学生课后调查的文化差异报告的质量。
七、教学拓展：1. 组织一次文化差异主题的班级活动，如文化展览、美食分享等。
2. 邀请外国学生或文化专家进行讲座，分享他们的文化体验和观察。
3. 安排学生参观博物馆或文化遗址，加深对不同文化的理解。
八、教学反馈：1. 课后收集学生对课程的反馈，了解他们的学习体验和建议。
2. 分析学生在角色扮演和作业中的表现，为后续教学提供参考。
3. 根据学生的反馈和表现，调整教学内容和方法，以提高教学效果。
九、教学资源：1. 教材：选用涵盖文化差异的英语教材，如《英语与文化》、《跨文化交流》等。
Cultural Differences 教案一、教学目标：1. 让学生了解和认识不同国家的文化差异。
2. 提高学生对文化多样性的尊重和包容。
3. 培养学生运用英语进行跨文化交流的能力。
二、教学内容：1. 不同国家的饮食习惯。
2. 不同国家的节日习俗。
3. 不同国家的礼仪规范。
4. 不同国家的人生观念。
5. 跨文化交流的技巧。
三、教学重点与难点：1. 重点：让学生了解和认识不同国家的文化差异。
2. 难点：培养学生运用英语进行跨文化交流的能力。
四、教学方法：1. 任务型教学法：通过小组讨论、角色扮演等活动，让学生在实际操作中学会运用英语表达自己的观点。
2. 情景教学法：创设真实的跨文化交际情境，让学生在轻松的氛围中学习。
3. 互动式教学法：鼓励学生积极参与课堂活动，提高学生的课堂参与度。
五、教学步骤：1. 导入：教师展示不同国家的图片，引导学生谈论各自对图片的观察和感受。
2. 新课内容：教师讲解不同国家的饮食习惯、节日习俗、礼仪规范、人生观念等，让学生了解文化差异。
3. 课堂活动：学生分组讨论，每组选择一个话题，用英语进行汇报。
4. 角色扮演：学生分组进行角色扮演，模拟跨文化交流场景，锻炼运用英语进行交流的能力。
5. 总结与反思：教师引导学生总结课堂所学，鼓励学生在日常生活中多关注和尊重文化差异。
教学评价：1. 课堂参与度：观察学生在课堂活动中的积极参与程度。
2. 口语表达能力：评估学生在角色扮演中的英语口语表达能力。
3. 跨文化交际能力：评价学生在讨论和汇报中展现的跨文化交流能力。
六、教学拓展：1. 组织学生参观博物馆或文化展览，加深对不同文化的了解。
2. 邀请外国专家或留学生来课堂分享他们的文化经验。
3. 开展文化主题的课外活动，如烹饪课程、手工艺制作等。
七、教学资源：1. 教材：选择适合学生水平的英语教材，如《Cross-Cultural Communication》。
2. 多媒体资源：利用PPT、视频、音频等资源，丰富课堂教学。
Unit 1 文化差异cultural differencesSection A : Listening1. Pre-listening VocabularyRefer toMoralBehaviorDetermineViewUnconsciouslyMake the most senseTake the form of vt.取... 的形式(成... 的性质) ExpectationBehaveIn a given situationEssentiallyPerspectiveExistCounter-part 对应物，配对物Motivate2．Hush then listenCulture generally refers to a set of learned knowledge, standards, values, believes, morals, laws, customs, habits, and behaviors, shared by individuals and societies that determine how individual acts, feels, and use oneself and others. Often people of a culture unconsciously use their personal cultural background as the guide for judging the actions of the other people. They think their way of doing things makes the most sense. In the business world, these habits often take the form of expectations t hat the other side will behave in a certain way in a given situation, or that other s will see a particular problem in the same way we do. These expectations and understandings of the world are quite different among different peoples. Such differences are called cultural differences. Since international business is essentially in a social activity among different peoples, it is very important to understand the different perspectives of the people involved. This understanding should exist in almost every part of international business. Therefore, when your counter-parts are motivated by a different set of rules, you have to pay specific attention to what is going on inside their heads. And you need to understand what motivate their decisions. The businessman who well understands the cultural differences is usually the winner.Section B: speaking up1. Typical dialogue.1) Background information: On his way to a family party in America, Mr. Zhou Fang and his business partner Mr.Berry Jackson talked about cultural differences. Mr. Zhou Fang, Mr. Berry Jackson.2) Practical dialogue:Mr. Zhou Fang :It’s very kind of you to invite me to your family party and to pick me up here.Mr. Berry Jackson: It’s my pleasure.Mr. Zhou Fang :Besides, my home is far away from here. It will cost you a lot if you take a taxi. Thank you for your consideration. I didn’t know you have such a beautiful luxurious car!Mr. Berry Jackson: Thank you. I bought it only a few months ago.Mr. Zhou Fang : How much did you spent on it?Mr. Berry Jackson: Mm…well…you know, it is hard for me to give a specific answer.Mr. Zhou Fang : I am very sorry. I have unconsciously violated the taboo. In my culture, people ask such questions all the time.Mr. Berry Jackson: I understand. But sometimes we need time to bridge the cultural gap. Now I’ll tell you a true story dealing with a Saud i company. An American businessman presented a Saudi Arabian client with a multi-billion- dollar proposal in the pig skin binder(活页夹). You know result of this deed.Mr. Zhou Fang : In Muslim culture, anything related to pig is considered the taboo.Mr. Berry Jackson: Yes, as a result, this American company not only lost the deal but was tost out（toss out丢弃，扔掉）and blacklisted from working with Saudi businesses.Mr. Zhou Fang: Jesus! International deal makers have to bow to local traditions and etiquette that are subtle yet potent.。
