《全新版大学进阶英语综合教程3》Unit 3教案设计.docx
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《全新版大学进阶英语综合教程3》Unit3教案设计
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）
本次课标题
Unit3CulturalDifferences
授课教师
潘新淮
授课班级
18级A14班
18级A5班
18级A9班
授课时间
3月28日1,2节
3月28日3,4节
3月28日5,6节
授课地点
4栋501室
4栋501室
8栋105室
教学目标
能力（技能）目标
知识目标
1.haveathoroughunderstandingofthetextcontextuallyandlinguistically;
2.buildupanactivevocabularytotalkaboutculturaldifferencesandknowhowtousethekeywordsandexpressionsincontextproperly.
1.illustratetheconceptofculturalshockbygivingexamples;
2.Becomefamiliarwiththewritingofacomparison/contrastessay.
教学基本容
Warming-upActivities
1）Opener;
2）Culturalbackground.
教学重点和难点
Focus:
1）Tofurtherunderstandthetext;
2）Toapplythewords,phrasesandsentencepatterns.
3）Becomefamiliarwiththewritingofacomparison/contrastessay.
Difficulties:
1）Tomasterandapplythesentencepatternsinthisunit;
2）buildupanactivevocabularytotalkaboutculturaldifferencesandknowhowtousethekeywordsandexpressionsincontextproperly;
参考资料
参考资料
1.《全新版大学进阶英语-综合教程3》（外语教育）
2.《全新版大学进阶英语-综合教程教师手册3》（外语教育）
3.Teachingcourseware（外语教育）
编号：
U3-01
Steps
（步骤）
教学组织
StepOne
（步骤一）
Opener:
Pairwork:
ThepicturesbelowcompareWesterners（markedinblue）andChinese（markedinpink）intheirwayoflookingatchildrenandthefamily,travelling,andtheroleofthebossinanorganization.Lookatthepicturesandworkwithyourpartnertoanswerthequestionsthatfollow.
HelpfulExpressions
接送孩子dropoffandpickupthechild
风土人情localcustomsandculture
到此一游beenhere,donethat
高高在上superiority
有权有势powerful
Questions:
1InwhatwaydoestheroleofgrandparentsinChinesefamiliesdifferfromthatinWesternfamilies?
2InwhatwaydoWesterntouristsandChinesetouristsbehavedifferently?
3InwhatwaydoWesternandChineseemployeesdifferinthewaytheylookupontheirboss?
Tipsinthispart:
1.IntroducethetopictotheclassbyaskingiftheycangiveanyexampleofhowChineseandnon-Chinesebehaveorthinkdifferentlyinlife.
2.ExplainthepicturesinOpenerthatillustratethedifferencesbetweentheWesternersandChineseintheirperspectiveondifferentissues.
3.AskSstolookatthepicturesanddiscussthedifferencesinpairswiththeaidofthequestionsthatfollow.
4.Tosumup,havedifferentpairsreporttotheclasstheirdiscussiononthepictures,onepairforonepicture.
StepTwo
（步骤二）
Videowatching:
AfterwatchingavideoclipaboutaninterviewwiththreeforeignwomenmarryingChinesehusbands,discussthefollowingquestionswithyourpartner.
1.Accordingtothevideo,whenraisinggrandchildren,whatisthedifferencebetweenChinesegrandparentsandAmericangrandparents?
2.Howaretheday-to-dayresponsibilitiesdividedinJocelyn’sfamily?
Isitthesameinyourfamily?
Ifnot,howdoesyourfamilydividethedailyresponsibilities?
StepThree
（步骤三）
CulturalNotes:
genderequity:
theviewthatbothmenandwomenshouldreceiveequaltreatmentandnotbediscriminatedagainstbasedontheirgender.ThisistheobjectiveoftheUnitedNationsUniversalDeclarationofHumanRights,whichseekstocreateequalityinlawandinsocialsituations,suchasindemocraticactivitiesandsecuringequalpayforequalwork.
男女平等，即男女不因性别差异而受到歧视。
联合国《世界人权宣言》的目标为，在法律、社会、政治生活中，男女平等，同工同酬。
入乡随俗：
Literallymeansthatwhenyouenteravillage,followthelocalcustoms.ThisChineseidiommaybringtomindthepopularEnglishsaying“wheninRome,doastheRomansdo”.Itis a proverb attributedto SaintAmbrose,whichmeansthatitisadvisabletofollowtheconventionsoftheareawhichyouareresidinginorvisiting.
“入乡随俗”为中国习语，字面意思是当你到了一个村庄，应按照当地的风俗习惯行事。
该习语会使人联想到一句广为流传的英文谚语：
“身在罗马就得像罗马人般行事。
”这句谚语出自圣安布鲁斯，意为人们到一个地方居住或探访时，应遵从当地习俗。
Tips：
Introducethetopicofthetextbyexplainingtheculturalshockstheauthorexperiencedafterthebirthofherdaughterandhermother-in-law’sfull-timepresenceinherfamily.
Homework
（作业）
1.Topreview&memorizethenewwords;
2.Topreviewthetext.
Conclusion
（总结）
Throughstudyingthisunit,studentscanlearnlanguageonthebaseoftheunderstandingofthespiritsofthepassagesinthisunit.Atthesametimetheycanmastermorethan20words,severalphrasesandexpressions.Andtheyalsomasterthecorrectwaysoflanguageexpressions.MeanwhiletheystrengthentheunderstandingofthelanguageofEnglishandreviewtheknowledgelearnedbeforethroughdoingexercises.
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）
本次课标题
Unit3CulturalDifferences
授课教师
潘新淮
授课班级
18级A5班
18级A14班
18级A9班
授课时间
4月1日1,2节
4月1日3,4节
4月1日5,6节
授课地点
4栋501室
4栋501室
8栋105室
教学目标
能力（技能）目标
知识目标
1.haveathoroughunderstandingofthetextcontextuallyandlinguistically;
2.buildupanactivevocabularytotalkaboutculturaldifferencesandknowhowtousethekeywordsandexpressionsincontextproperly.
1.illustratetheconceptofculturalshockbygivingexamples;
2.becomefamiliarwiththewritingofacomparison/contrastessay.
教学基本容
TextStudy
1）Interactivereadingofthetext;
2）Languagefocus.
教学重点和难点
Focus:
1）Tofurtherunderstandthetext;
2）Toapplythewords,phrasesandsentencepatterns.
3）becomefamiliarwiththewritingofacomparison/contrastessay.
Difficulties:
1）Tomasterandapplythesentencepatternsinthisunit;
2）buildupanactivevocabularytotalkaboutculturaldifferencesandknowhowtousethekeywordsandexpressionsincontextproperly;
参考资料
参考资料
1.《全新版大学进阶英语-综合教程3》（外语教育）
2.《全新版大学进阶英语-综合教程教师手册3》（外语教育）
3.Teachingcourseware（外语教育）
编号：
U3-02
Steps
（步骤）
教学组织
StepOne
（步骤一）
Comprehensioncheck
1.TextOrganization
Pairwork:
Thistextisorganizedaroundtheculturalshocktheauthorexperiencedafterthebirthofherdaughterandhermother-in-law’sfulltimepresenceinherfamily.Itcanroughlybedividedintosixparts.Nowcompletethefollowingtablebywritingdownthemainideaofeachpart.Thefirstonehasbeendoneforyou.Whenyoufinish,comparenoteswithyourpartner.
Part
Paragraphs
MainIdeas
PartOne
Paras.1-2
Thefulltimepresenceoftheauthor’smother-in-lawafterthebaby’sbirthskewedthebalanceinthefamily.
PartTwo
Paras.3-5
Hermother-in-law’ssacrificemadehergratefulbutuneasy,evensuspiciousattimes.
PartThree
Paras.6-7
Theauthorandherhusbandexperiencedconflictbecauseoftheircompletelydifferentviewsonfamilyrelationshipandgenderequity.
PartFour
Paras.8-10
Hermother-in-law’sexplanationofherroleinthefamilywasacompleteculturalshock,becausetheauthor,broughtupinCanadianculture,prefersgreaterinvolvementfromherhusbandinraisingtheirdaughter.
PartFive
Paras.11-13
Thewomenatthedinnertablehelpedputthingsinperspectivefortheauthor.
PartSix
Paras.14-16
TheauthorfinallyunderstoodtheChinesewayofraisingachild,butsheisunlikelytochangediapersforhermother-in-lawinthefuture.
2ComprehensionCheck
Pairwork:
Withtheteacherasguide,youandyourpartnerworkonthefollowingcomprehensioncheckexercises.
2.1Diggingintodetail
Answerthefollowingquestionstobetterunderstandthetext.Youmaywanttowritedownsomekeywordsinthespaceprovidedbeforeyoudoso.
（Para.6）1Whatmadetheauthorsomadaboutherhusbandthattheybegantofightoverchildcareduties?
Thefactthathewasn’ttakingonhalfofthechildcareduties,andhethoughtitwasmoreimportanttospendtimeonhisworkthanonhisdaughter,andhisexpectationthathismotherwoulddoallthehouseworkhewassupposedtodo.
（Para.8）2Howdidhermother-in-lawexplainherroleinthefamily?
Hermother-in-lawexplainedthatherroleinthefamilywastolightentheburdenofherson,allowinghimtokeephisformerwayoflife,andtohelpherdaughter-in-lawoutwithparentingandhouseholdmanagement.
（Para.9）3Whatdidtheauthorthinkofhermother-in-law’sexplanation?
Shethoughtitwasabsolutelyunacceptable,because,inherview,herhusbandisoneoftwoparents,andthereforetheirdaughtershouldbehalfhisresponsibility;andshemarriedherhusband,nothermother-in-law.
（Para.13）4Howcomeherhusband,unliketheauthor,failedtoadoptdailyhabitsaroundthescheduleoftheirdaughter?
Heobviouslybelievedthatmothersaretheprimarycaregiverofchildrenandthiswasthenormaldifferencebetweenmothersandfathers.
（Para.16）5Howdidtheauthorreactwhenshewastoldthat,nowthathermother-in-lawhelpedheroutbytakingcareofherdaughter,itwasherresponsibilitytotakecareofhermother-in-lawwhenshewasold?
Shetotallyrejectedtheidea,becauseshethoughtwhathermother-in-lawdidwasfulfillingtheparentingresponsibilityofherhusband,thereforeitwasherhusband’sresponsibilitytotakecareofhisownmotherwhenshewasold.
2.2Understandingdifficultsentences
Tipsinthispart：
1.Beforemovingontotheauthor’saccount,explaintoSsthetextcanroughdividedintosixparts.
2.GuideSstoexplorethetextbyaskingthemtoworkonthetableinOrganizationanddothetaskinDiggingintodetail.
3.AskSstosumupthedifferencesofviewsbetweentheauthorandhermother-in-lawonmattersdescribedinthetext.
4.CheckSs'understandingbyguidingthemthroughthetasksinUnderstandingdifficultsentences.
StepTwo
（步骤二）
TextAnalysis
Theauthor’sreflectionsonchildcareareskilfullyframedbetweentheconversationswithotherwivesthatopenandclosethetext.Theopeningsetsthesceneandintroducesherhusbandandherself.Nextcomeshermother-in-law,whosestrongsenseofdutyisexpressedinashifttoshort,emphaticsentences:
“Herroleisclear.Shehastobehere.”
Whatfollowsispartfac
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