Teaching Plan for Unit 1, Book Two Teaching Objectives: The unit is intended to prepare students for cultural differences and culture shock. After learning the three passages, students are suppposed to: realize the importance of understanding cultural differences; know how to adjust to a new culture; write a paragraph of a general statement supported by specific details and reasons; master the following key words and phrases: adjust, replace, budget, cope, worthy, distress, convention, obtain, account for, result in, go through, due to; memorize the suffixes of –ment, -ation, -tion, -sion, –ion, -ful, -less, -able and the prefix of tele- Teaching Procedures: Section A Time-Conscious Americans (4 periods) Pre-teaching Activity (8 min) Brainstorming---Ask Ss one stimulating/ lead-in question: What words, expressions or sayings can you think of when we talk about culture? (The word of time-consciousness is a lead-in point.) Ss activity: Ss volunteer to write down the words and expressions on the Bb(blackboard). tradition/custom/convention norm/practice/institution festival/special days literature leisure & sport art, music religion language dress/clothes culture shock Do as the Romans do. diet/food lifestyle (Eg. time-consciousness) While-teaching Activities 2.1 Worksheet---Group discussion (30 minutes) Ss are required to discuss and answer the questions in the worksheet (Handout 1) in group. Then the teacher goes through it together with the class and gives explanation on some difficult points. Worksheet(Handout 1): Text Analysis---Group Discussion Understand the text by answering the following questions. Paraphrase and understand the difficult sentences (10 minutes) On Line 6 “We budge it …..we also charge for it.” On Line 11 “City people …..complete their shopping.” On Line 18 “Don’t take it personally.” (What does it refer to?) On Line 32 “We produce a steady flow of labor-saving devices…..given our traffic-filled streets.” Language points (20 minutes) Explain the words and phrases basing on the sentences in the passage. The asterisked sentences in red are the oral exercises prepared for Ss. replace: put sth back in its original place Eg. After receiving the phone, he ~d the receiver. *书刊和杂志阅读完后请务必放回原处。(See to it that replace the books and magazines after reading.) take the place of; pattern: replace sb/sth with sb/sth, replace by Eg. The window is broken. Please ~ it with a new one. The inefficient secretary has been ~d by a new one. C. Derivatives: replaceable, replacement, replacer Compare phrases: Result in (followed by a result): cause, have …as a result E.g. Acting before thinking always result in failing. Result from (followed by a reason): be caused by E.g. The traffic accident resulted from the carelessness of the driver. *懒惰导致他没能通过这次考试。(His failure in the exam resulted from his laziness./ His laziness resulted in his failure in the exam.) Compare phrases: Nothing but: only Eg. He’s nothing but a criminal. * 在失败的时候，他需要的仅仅是我们的鼓励。(When he failed, what he needed is ~ our encouragement.) Anything but: definitely not Eg. The hotel is anything but satisfactory. *学好英语绝不是件容易的事。(Learning English well is ~ easy.) All but: almost Eg. The film was ~ over when we arrived. *提前完成项目几乎是不可能的。（It’s ~ impossible to complete the project ahead of schedule.） Compare phrases: Given: prep. taking into account/consideration, followed by noun or noun phrase E.g. Given her interest in children, teaching should be the right career for her. Given that: same meaning with “given”, but followed by a clause. E.g. Given that they are good friends, they will cooperate well. *考虑到他缺乏经验，这工作他已经做得不错了。(Given his lack of experience/Given that he is inexperienced, he has done a good job.) much less: and even less likely 更不可能 （also: still less ） Eg. (From English into Chinese.) The sick man can hardly get out of bed, much less/still less do exercises. (那个病人几乎不能下床走动，更别说做运动了。) (From Chinese into English). 她连水都不肯喝一口，更别说留下来吃饭了。 （She won’t take a drink, much less/still less stay for dinner.） * Pay attention to the usually omitted inversion part in this pattern, which easily results in some grammar errors. *Do question 3, 4 and 5 in Ex. VII. Phrases with “hand”. Ask Ss to look up the following phrases in the dictionary. Do some exercises in the next period. (See 3.3) at hand: close to happen by hand: not by machine in hand: under control; available; receiving attention and being dealt with on hand: available Review and compare the following words and phrases: be worthy of sth/ to do sth.: Eg. Her achievements are ~ of the highest praise. She said she was not worthy to accept the honor they had offered her. be worth of sth/ doing sth.: Eg. The jewel is worth 300 dollars. The book is worth reading. worthwile: important, interesting or rewarding enough to justify the time, money or effort that is spent Eg. It’s ~ explaining the question to you. Teaching is a ~ job. Review the structure of the more…the more→the +adj/adv in comparative degree…the +adj/adv in comparative degree Eg. The more highly insightful the person is, the sharper and more dramatic the signals become. (from Sec. A, Unit 8 of Book I) The more I read the story, the eager I was to know the ending. Word-building: Pay attention to the following affixes: –ment, -ation, -tion, -sion, –ion, -ful, -less, -able and tele-. Ss are required to give at least 2 words for each one. (Group check in next class) 2.4 Translation work in Ex. IX & X (25 minutes) Ss voluteer to write down their own translation in Ex. IX on Bb. Then the class correct or improve the translated sentences together. Meanwhile, the teacher gives explanation. Teacher has to draw Ss’ attention on using the words and expressions they learn in the essay. Ex. X: Ss orally translate the sentences into Chinese. Emphasis is put on the translation skills used when the teacher explains. Assignment (5 minutes) Review Passage A. Dictation will be give in the next period; Give Ss Handout 2 (see 3.2) and require them to finish it out of class; Find some cultural differences between China and the U.S.through newspaper, Internet, magazine. Prepare for the topic discussion “cultural differences between China and the U.S.” in the next classes; Read “Structured writing” on Page 14. Choose one topic from the exercise and write a paragraph of a general statement supported by specific details and reasons. Bring the writing exercise-book to the next class. The end of the first 2 periods Post-teaching Activities 3.1 Ditation (20 minutes) Ditate the key words and expressions in Section A. Require Ss to make up a sentence with each of the following words and prhrases: adjust, replace, obtain, account for, result in, due to. The teacher gives necessary assistance and explanation to Ss while they make peer assessment and correction. 3.2 Text summary (10 minutes) Work with Ss on Handout 2. Keys are for reference. Text summary (Handout 2): Supply the missing words or phrases from the text within 5 minutes. Change the form if necessary. Americans are famous for their ____________. No moving ahead means falling behind. This __________(p) a country, people of which are __________(p) and under pressure. To save up time, they start business very quickly, assessing and probing professionally __________ (p) socially. Therefore, new arrivals will miss the _________ going with tea or coffee, and the _________ business chat in relaxed _________. In order to communicate efficiently, American people also produce various modern ________, such as telephone, e-mail, fax machine and so on. They even conduct teleconferences to settle problems internationally. In the U.S., to _______ a job successfully __________ (p) is regarded as a sign of skillfulness and __________. However, in some countries, assignments are considered __________ if done too quickly. Keys: time-consciousness, results in, in a rush, rather than, convention, leisurely, surroundings, devices, fulfill, with/at speed, competence, insignificant 3.3 Excercises: Fill in the blank with the given phrases. (10 minutes) at hand, in hand, on hand, by hand We have the situation well ___________. The handbag is made __________ instead of by machine. Having enough money __________, I can lend you some. Your big moment is ________. Do you feel excited? The work is ________ and will soon be completed. Keys: in hand; by hand; in hand/on hand; at hand; in hand 3.4 Structured writing (Pair work, 20 minutes) Ss exchange to revise the writing paragraph with their partners. The teacher gives instruction in the meantime. Finally, read a model paragraph in the class. Question time (10 minutes) Ss raise questions concerning difficult sentences and understanding of Section A. Other students or the teacher gives explanation. Topic discussion (Group discussion, 25 mintes) Ss discuss “the cultural differences between China and America” in group. Then each group recommends one representative to give oral presentation. In this activity, the teacher has to take the initiative by giving some prepared exmaples. Eg. China America 1. Sprng Festival is the biggest one. Christmas is the biggest festival. 2. Talk business in leisurely surroundings, Talk business directly and very quickly. beginning with small talk. 3. Ladies first. 4. The color of red siginfies happiness, Red means danger, emergency and prosperity and fortune. anger. 5. Dragon is the symbol of Emperor with power. Dragon is the symbol of evil and We are pround of being descendants of dragon. ugliness 6. …… …… Assignment (5 minutes) Preview Section B & C, underlining the difficult sentences and prepare questions for the follow-up classes; Role-play Section C in group. The writer’s experience in the text can be played in two acts. Each group prepare only one act. Ss may accordingly adapt the plots or conversations if necessary. Prepare for the topic discussion: If you were about to study abroad (or you were studying abroad now), what preparation would you make to overcome Culture Shock? The end of the second 2 periods Section B & C (2 periods) 1. Section B Culture Shock Lead-in question: What is Culture Shock? (3 minutes) Ss contribute their ideas of “Culture Shock”. Teacher give the definition in the dictionary, that is, confusion and disorientation caused by contact with a civilization other than one’s own. Text structure (Pair work, 27 minutes) Give Ss Handout 3. Ss are required to supply the missing information with partners within 17 minutes. Then the class work together. Text Structure (Handout 3):Understand the text by supplying the missing information in the chart. Stages Characteristics Response  Honeymoon Everything is __________ and nice; life _________ has no ending. You feel _______.  __________ Not everything is as good as you had thought. And things seem ________ and make you feel ________ and tired. Moreover, people don’t treat you like a guest anymore. You _______ some _______ mechanism, such as _________, regression, _________, and rejestion.  __________ You feel more ________ and develop _________. Situation becomes more __________. You _________ from the symptoms of the first two stages, and learn to _________.  Adjustment You feel good and understand the new culture. You feel ________ and adjust to the new culture.   Language points (10 minutes) 1) Compare phrases familiar to: If sth is ~ to you, it’s well-known to you or you often experience/encounter it. Eg. He talked of other cultures as if they were ~ him than his own. familiar with: If you are ~ sth, you have a good knowledge of it or you know it in detail. Eg. Laura not only speaks Chinese well, but also is ~ Chinese history. *每位学生都应该熟悉学校的规章制度。(Every student has to be familiar with the school regulation.) *住在并不熟悉该国文化的国家里，你会经历文化冲突。（Living in a country whose culture is not familiar to you, you will experience culture shock.） 2) Key words and expressions: adjust/adapt to, cope with, go through. Ss make up sentences orally and the teacher explains. Topic discussion (Class work, 20 minutes) If you were about to study abroad (or you were studying abroad now), what preparation would you make to overcome Culture Shock? Eg. 1) Before going abroad, get some knowledge about the country I would go to by reading some books, watching films, surfing Internet etc. 2) Improve the language proficiency; Make friends with foreigners; Take a positive attitude towards difficulties encountered; Be patient and compromise; Develop comprehension; …… Section C Adjustment to a New Culture 2.1 Preview-check question: (5 minutes) Of the four stages of Culture Shock, which stage is the author in? (Hostility stage) 2.2 Question time (15 minutes) Ss ask questions on Section B & C. 2.3 Role-play (20 minutes) Groups volunteer to play the two acts. Teacher and Ss appreciate and make comments afterwards. The end of the third 2 periods