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新视野大学英语

读写教程

第 四 册 教 案 B4U5

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Unit 5

Why culture counts

*Teaching Objectives：

Students will learn to use English to

1. To talk about a stereotype of Chinese language and culture 2. To further understand the text

3. To apply the phrases and sentence patterns 4. To master the paragraph (essay) writing skill

*Time Allotment: each unit 8 classes

1st---2nd classes: Part I Warming up

1. Lead-in : Background introduction and theme-related questions for warming up 2. Understanding of the text: Detailed understanding focus on Reading Strategy including Topic Sentence, Key Words, Logic Words, Reading Clues etc. in order to help students have a better understanding about the passage by asking some questions about it.

3rd--4th classes: Part II Text Study

3. Reading in Depth: Structure Analysis, Summary, Difficult sentences analysis

4. Language Focus: More practice in Language Points (language points explanation, Sentence Patterns, Useful Expressions)

5th—6th classes: Part III Reflection

5. Critical thinking: More speaking practice in discussion related to stereotypes of a foreign country and how to deal with cultural differences. 6. Writing Practice: Essay writing

? A frustrating experience

? An unforgettable experience ?A difficult decision

7th—8th classes: Part IV Assignment

7. Post-reading activities: review words and expressions, role-play, exercises, etc 8. Section B: Focus on fast reading and Practice in reading skill

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UNIT 5

Section A Speaking Chinese in America

Part I Warming up

1. Lead-in: 1) Answer Questions

Q1. Some Westerners think that Chinese people tend to avoid saying “no” directly. What are the common ways in which the Chinese express disagreement, rejection or refusal in daily communication?

Tips: Chinese people generally use expressions like “possibly no” or “I’m afraid it won’t work” to say “no” to others. This makes them less direct in giving rejections.

Q2. Are all Chinese so “discreet and modest” that there aren’t even words for “no”?

Tips: No. When people with greater authority or power say “no” to those in a lower status

(e.g. parents to children), they can be very direct and straightforward, e. g. “absolutely no”.

2) Listen and talk

Listen to a radio program on compliments in American English. Complete the answers to the following questions.

Q1. What are the common structures Americans use to compliment each other?

(a) What a …! (e.g. “What a nice hat!”)

(b) ___________________________________ (Give one structure and one example) Tips: I like your … (e.g. “I like your hat.”) I love your … (e.g. “I love your shoes.”)

Q2. Are there any differences between Chinese and American cultures in how people compliment each other and how they respond to a compliment?

Tips: Yes, the traditional way is to say something to show that we or the object we own is not that good. For example, we may say “哪里” (meaning “it is nothing”). But in modern days, many people have adopted the English way of responding to a compliment. They say “thank you” very often too.

3) Compound dictation

China is casting such a huge __________ on the United States that many Americans are ______________ to learn the Chinese language _____________ retain their competitive edge. “Interest in learning Chinese among American youth and their parents has grown dramatically in the past five years.” said Vivien Stewart, vice president at the Asia Society, a US group trying to __________________ between Americans and the peoples of Asia and the Pacific. China’s dramatic rise to near superpower ________ and its telling effects politically, economically, and ___________ are driving the interest to learn the language, experts say. From

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_________________ to high schools, studies by the Asia Society show, there is a “rapid rise” in __________ among pupils to study the Chinese language. The Chinese rich cultural traditions and blossoming economy mean that is now ______________ all of our students to be better prepared to engage them and _______ opportunities together,” said Michael Levine, Asia Society’s executive director of education.

Keys: shadow, scrambling, in a bid to, bridge the gap, status, culturally, kindergartens, interest, essential for, seize.

2. Cultural Background: Chinese Americans Discuss with your partner the following questions: 1) What does Chinese Americans refer to?

Tips: The term “Chinese Americans” refers to Americans of Chinese descent. It also includes those with partial Chinese ancestry.

2) What stereotypes of Chinese Americans are depicted in the media? Tips:

·Chinese Americans are “foreign” and “unassimilated”. ·Chinese are alien predators.

·Chinese Americans are restricted to clichéd occupations. ·Chinese Americans are polite.

·Chinese Americans as a whole are a model minority.

3) What are the popular columns in the history of the New York Times Magazine? Tips: Some of the popular columns in the history of the magazine are “On Language”, “The Ethicist”, “Consumed”, and “The Funny Pages”.

Part II Text Study

1. Global Reading: Tips for Reading: A Good Reader should

1) Try to become an active reader.

2) Learn to ask more questions. ( what, why, how)

3) Do the efficient reading. (key points, topic sentence, key words, locating words, necessary and sufficient )

4) Develop a habit of marking during reading.

1.1 Answer Questions 1) Why did the author’s mother describe her Sau-sau by using the expression “nominal courtesy” at the dinner? (Para.1)

Tips: She just pretended to be polite. (ate up the dish in the end; although she didn’t want it at first.)

2) When the author’s mother offered the last scallop from the garlic seafood dish, Sau-sau’s response: (Para.2)

Tips:

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3) What did the author’s mother suggest as the right way for the Chinese to respond at the dinner table in America? (Para. 8)

Tips: They say directly whether they want to have anything or not. They would rather than refuse for the sake of politeness even if they in fact want to eat it.

4) How did the article in The New York Times Magazine describe Chinese language and culture? (Para.10)

Tips: It said that Chinese language and culture were very indirect and polite.

5) Why did the author’s parents scold her when she answered them with a question? (Paras.13-17)

Tips: They thought that she was not respectful if she questioned them.

6) In Paragraph 21, the author mentions how an outside observer might view Chinese people by just listening to her mother speak. Why does she discuss this?

Tips: To support her opinion that to understand the difference between languages and behavior just through literal translation may lead to wrong generalizations.

7) What did the author worry? (Para. 22)

Tips: See Chinese people from a limited perspective; Lead to actual intolerance and few Chinese in top management positions; The power of language.

8) How does the author feel about the description of Chinese people as being “modest and polite”? (Para. 24)

Tips: She feels that it is annoying because such a description does not express new ideas, honest emotions or considered thought.

9) According to the text, how do Chinese people say “yes” or “no” when answering questions? (Para. 28)

Tips: Saying something specific to what is asked because there is no one word in Chinese for “yes” or “no”.

Referring directly to the proposition being asserted or denied.

1.2 Structure Analysis:

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