Unit-3综合3-新进阶．III New Progressive College English BookCultural DifferencesUNIT 3全新版大学进阶英语使用教材课程名称大学英语（三）综合教程（3）HowMyChineseMother-in-LawReplaced My HusbandReading1CulturalDifferences:Praise6授课学授课内)Reading2MandarinMadness: The Tone（读1. Discuss the concept of culturaldifferences2. Have a thorough understanding of thetext contextually andlinguistically教3. Master the key words and expressions目in context properly 4. Become familiar with the writing of acomparison/contrast essay1. Analyze the structure and grasp themain idea of Text2. Master the key language points and 教学grammatical structures in the text重点与难点3. Learn to write a comparison/contrastessay4. Critical thinking1and method 1. Audio-visual audio-lingual method.2. Task-based language teaching method 教学方法3. Communicative approach 与4. Using CAI, PPT手oronlinetools(usingSmart5.teach ingmaterials)21. Lead-in ActivitiesStep 1. Warm-up activitiescultural about 2. Discussion Stepdifferences2. Global ReadingStep 1. Approaching the themetextAnalyzingtheStep2. organization3. Detailed Reading ainUnderstandingthetextStep1. deeper level教Step 2. Learning useful expressions过sentencesdifficult3.LearningSte pstructuresStep 4. Learning new words4. Comprehending Reading 1Step 1: Skimming the text difficultExplainingtheStep2: sentences of the textStep 3: Doing sentence translation5. After readingStep 1. Viewing and Listening Step 2. SpeakingStep 3. AssignmentAssignment：1. Read the text in Reading 2 and finishthe exercises.作业 2. Write a comparison/contrast essay3. Preview the next unit.3Unit 1 Cultural Differences1. Teaching Objectives:Students will be able toA. have a thorough understanding of the textcontextually and linguistically B. illustrate the concept of cultural shock bygiving examplesC. learn languages, e.g. words,phrases,difficult structurea of with the writing familiar D. becomecomparison/contrast essay2. Time Allotment:st Period: Lead-in 1Activities (Warm-upactivities;Discussionaboutcultural differences)nd Global-readingPeriod:(Text: 2thetheme; Approachinganalyzing the text organization) rd Detailed3 readingPeriod:(Understanding the Text A in adeeper level, analyzing difficult 4sentence structures)th Activities reading 4Detailed Period:(Learning new words, summarizing good usage)th1ReadingPeriod: 5Comprehending explaining text, (Skimming the the of difficult sentences the sentence doingText,translation))th After-readingPeriod: 6Activities(Viewing and Listening; Speaking; Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher introduces the topic to the classby asking if they can give any example of howChinese and non-Chinese behave or thinkdifferently in life.Step 2: Discussion about culturaldifferencesOpener teacher explains the in pictures Thethe differences illustrate that the betweenWesterner and Chinese in their perspectives on5different issues. The teacher asks Ss to look atthe pictures and discuss the differences in pairswith the aid of the questions that follow. Theteacher has different pairs report to the classtheir discussion on the pictures, one pair for onepicture.Method: Using task-based languageteaching method, communicative approach.3.2 Global readingStep1. Approaching the themeThe teacher introduces the topic of the text byexplaining the cultural shocks the authorexperienced after the birth of her daughter andher mother-in-law's fulltime presence in herfamily.Before moving on to the author's account, Theteacher explains to Ss the text can roughly bedivided into six parts. Method: PPT; communicative approach.Step2. Analyzing the text organizationThe teacher guides Ss to explore the text byasking them to work on the table in Text6Organization and do the task in Digging intodetail.Then students should sum up the differencesof views between the author and her mother-in-law on matters described in the text.Method: skimming and scanning, communicative approach3.3 Detailed Reading3.3.1 Procedure1) Students are asked to read the passagecarefully again and for each paragraph(sometimes two-three paragraphs), invitestudents to answer questions relateddifficult sentences and understanding ofeach paragraph.2) Help Ss find out the good usage in thetext and underlined them.3) Learn new words in details. Purpose: Further understand the text andtrain scanning ability to learn difficult sentencestructures as well as new words and expressions.Method: Reading the text together; Usingtask-based language teaching method, readingapproach,communicativeapproach,7grammar-translation approach.Step1. Understanding the text in a deeper level Paras.6Q. What made the author so mad about herhusband that they began to fight over childcareduties?A: The fact that he wasn't taking on half of thechildcare duties, and he thought it was moreimportant to spend time on his work than on hisdaughter, and his expectation that his motherwould do all the housework he was supposed todo.Para.8Q: How did her mother-in-law explain her rolein the family?A: Her mother-in-law explained that her role inthe family was to lighten the burden of her son,allowing him to keep his former way of life, andto help her daughter-in-law out with parentingand household management.Para.9Q: 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 twoparents, and therefore their daughter should behalf his responsibility; and she married herhusband, not her mother-in-law. Para.138Q: How come her husband, unlike the author,failed to adopt daily habits around the scheduleof her daughter?A: He obviously believed that mothers are theprimary caregiver of children and this was thenormal difference between mothers and fathers.Paras.16Q: How did the author react when she was toldthat, now that he mother-in-law helped her outby taking care of he daughter, it was herresponsibility to take care of her mother-in-lawwhen she was old?A: She totally rejected the idea, because shethought what her mother-in-law did wasfulfilling the parenting responsibility of herhusband, therefore it was her husband'sresponsibility to take care of his own motherwhen she was old.3.3.2 Language FocusStep2. Learning useful expressions3.3.2.1 Difficult words and phrases1) work out: find the solutionto(a problem orquestion) 想出、得到(解决方法)e.g. It's important to work out a solution ratherthan engage in endless discussion.2) presence: n.存在；到场e.g. It's natural for a child to be chatting away9in the presence of a loving parent. Thetension of the protesters grew with thepresence of police.3) extreme: a.(of views or actions)very differentfrom what people accept as reasonable ornormal 激的；过激的e.g. Extreme views sometimes can become verypopular.Soldiers are trained to carry outorderseven if they sound extreme.4) leave behind: depart and not take along 离开；地下e.g. The rough sea crossing served only toemphasize the peace we had left behind.The taxi driver always reminds his passengers not to leave behind their belongings.5) prominent: a. outstanding, important 笑出的；重要的e.g. I want our brand name to appear in themost prominent position of the stadium.We celebrate the Dragon Boat Festival inmemory of a prominent ancient Chinese poet.016) primary: a. main 主要的e.g. The young man failed to see that theprimary cause of his failure was his laziness andinaction.7) sacrifice: n.牺性；舍弃e.g. It is common for women to makelots ofsacrifice for the family.The downside of a self-driving car is thesacrifice of the pleasure of driving.8) bonus: n.意外收获;红利;奖金e.g. I received a box of cookies as a bonus whenI bought coffee at a cafe yesterday.Our salesperson's pay is made up of a basesalary(about 60% of their total income)and abonus(about 40% of their total income).9) occasional: a. occurring from time to time 偶尔的e.g. To the occasional swimmer, a season ticketis a waste of money.10) devotion: n.奉献,全身心投入e.g. The scientist who passed away last week11was fondly remembered for his total devotion toscience.11) household: n. the people of a housecollectively 家庭e.g. She got up to prepare breakfast while therest of the household was still asleep.12) look over one's shoulder: keep watch fordanger or threats to oneself 不安；小心提防e.g. It was midnight when I left my office andon my way back home I kept looking over myshoulder to see if there was anyone tailing me.13) repay: vt. do sth. in return for a favor 报答:偿还e.g. There had never been any doubt in hermind that she would look after her parents intheir oldage; they had given up a lot for her, she said,and that was how she would repay them. Thecompany has to sell a building to repay its debt.14) kindness: n..仁慈；普行e.g. Very often it would be a kindness to tell apiece of bad news straight away. 2115) grateful: a. thankful 感激的e.g. The war refugees are very grateful to thelocal government for the timely help.16) phase: n..阶段；时期e.g. The minister claimed in his speech thatthe manufacturing industry was enteringa very different phase with the rapidgrowth of artificialintelligence.College marks a particular phase in ayoung person's life, the phase of newlygained independence.17) in one's eyes/in the eyes of: in the opinion of,from the perspective of 在.心日中e.g. The educator pointed out that a childcould do no wrong in the eyes of some parents.18) fall short of: fail to satisfy 达不到，不符合e.g. I tried my best, yet my performance stillfell short of my hopes.19) hono(u)r: vt. do what is required by apromise or a contract 信守；执行e.g. High school students in Shanghai musthonour their community service commitments31andcomplete at least 40 hours of volunteerwork.The international company informed usthat it will not be able to honour its contractwith us.20) apparent: a. clear and obvious 明显的e.g. The professor said the young man hadmany good qualities despite his apparentassertiveness rudeness.21) wash up: wash dishes 饭后洗餐具e.g. Do Chinese husbands help to wash upafter dinner?22) aspect: n..方面e.g. Dealing with people is a primary aspect ofmy work as a manager.23) burden: n.负担；重负e.g. I hate to be a burden on other people.She sat down on the floor and breathedheavily as though she had come up a hillwith a burden beyond her strength.24) maintain: v. keep In a Certain state, position,41or activity 维持；保持e.g. A police force is needed to maintain lawand order.It is essential to build up and maintain areasonable level of physical fitness.25) parenting: n.养育,抚养e.g. There are many programs aiming toteach new parents parenting skills.26) relieve...of: help(sb.)by taking (sth. heavy ordifficult)from them 解除(某人)的(负担,困难等)e.g. Some people eat a lot to relievethemselves of anxieties.27) in one's view: in one's personal opinion 在.看来；按.的看法e.g. In my view, the local government shoulddo more for the elderly.28) responsibility: n. 责任；义务e.g. The mine owner denied all responsibilityfor the death of the trapped miners.A single parent has to struggle to balancework and family responsibilities. 5129) get...wrong: (informal) not understandcorrectly what(sb./sth.)means 误会e.g. Don't get me wrong, please: I'm notquitting despite the setbacks.30) preference: n.喜好；偏好e.g. Customer preferences must be taken intoconsideration when designing a new product.Employers have a preference for collegegraduates who think critically and cancommunicate effectively.31) equivalent: a. equal as in value, force, ormeaning 对等的e.g. His silence is equivalent to an admissionof guilt.32) strike a balance: find a sensible middle pointbetweentwodemands,extremes,etc.;compromise 调和；折衷e.g. The speaker set out his viewpoints on howto strike a balance between the freedomof the press and the right to/of privacy.We have to strike a balance betweenoffering people what they liked with the61first movie and coming up with something new.33)put...in(to)perspective:judge(sth.)byconsidering it in relation to everything else 全面客观地看待(或判断)e.g. Before you begin to think that it might besafer to starve than to eat and run the risk offoodpoisoning, it's important to putthe wholematter of food poisoning into perspective.34) barely: ad. .hardly 很少；几乎没有e.g. We had barely enough to eat, let alone tospare.It seemed that everyone was speakingand we could barely hear the speaker.35) in response to: in reaction to sth. that hashappened or been said 对做出反应e.g. In response to traditional Chinesemedication, the elderly gentleman quicklyrecovered.Step3. Learning difficult sentences structures3.3.2.2 Difficult sentences711) In my Western eyes, he was falling short ofmy expectations and wasn't honoring his role asa father. (Para.6)As a Westerner, I found his conductdisappointing, and felt that hewas failing totake on his responsibilities as a father.2) Our fights seemed to get us nowhere, however.(Para. 7)However, we failed to reach any agreementover the issue in spite of the arguments.3) I felt myself teetering backwards. (Para.9)I was totally shocked to hear what I was told, somuch so that I felt as if I was thrown offbalance.4) While the men were locked in their ownconversation, I vented some of this conflict withthe wife.(Para.14):While the men were engaged in talking amongthemselves, I voiced to the wife my complaintsabout the conflict.5) After getting away with not changing verymany for his daughter, when the time comes81To change my mother-in-law's diapers...(Para.16)Note that here “very many” refers to very manydiapers. In speaking, “very many”in a negativecontext is common and acceptable.4. Comprehending Reading 1Teacher asks Ss to read aloud the new wordsand expressions in the margin, and guide themto sum up the different viewsregarding thevalue of praise between the author and herhusband.Teacher has Ss complete ComprehensionCheck for Reading 1.Teacher clarifies some difficult points and dothe task in Translation.5. After Reading5.1 Viewing and ListeningTeacher introduces Viewing & Listening tothe class: Cultural differences are the theme ofthis unit. Now we are going to hear an Americanteaching in China talk about the culturaldifferences he has observed between China and91the West in general. Teacher plays the video cliponce for general comprehension. Teacher playsit again for Ss to fill in the blanks. Timepermitting; teacher has Ss work in pairs todiscuss if they agree with the speaker's viewsand why.5.2 SpeakingTeacher explains the role play task byreferring to the instructions. Teacher organizesa group discussion about the specific questionsthe TV presenter is going to ask. Ss may go overthe Tips given in the box. Teacher lets Ssprepare the interview in groups of four, oneplaying the role of TV presenter, the othersplaying the roles of, respectively, Ember Swift, Yangxifu, and Sasha. The “TV presentermakes a list of questions to be asked in theinterview, and the Practicing “guests” notedown the main idea of their answers to thepresenter. Teacher invites at least one group torole-play it in class.5. 3 AssignmentTeacher asks Ss to skim the text and answer02the questions in Comprehension Check forReading 2.Teacher asks students to write an essay。