Unit Two Culture 1. Teaching obiectives: In this unit, the students will first listen, and then talk about different cultures read information about aspect of culture learn more words and expressions practice reading skills: distinguishing fact from opinions practice translation skills: numbers learn how to write a program for performance and a passage to introduce the internet learn to talk about "Is it necessary to protect traditional culture?"(e.g on protecting old e visit culture salon for information about Chinese dragon culture 2. Main Contents and Hours distribution 1)Introduce the course and listening and speaking practice/ I period 2) Read and Explore( Passage A and B)/4 periods 5) Culture Salon /off class 3. Main Focus and points. 1)Listening: for specific information 2) Speaking: Inviting a friend to celebrate the Dragon Boat Festival 4)Writing: Forming compound and complex sentences Language points: alte taken in, loud and clear, thanks to, with the exception of 4. Extended Contents Passages c and d in Extended Book 5. Teaching Methods: Teacher's instruction and students' discussion
Unit Two Culture 1. Teaching Objectives: In this unit, the students will • first listen, and then talk about different cultures • read information about aspect of culture • learn more words and expressions • practice reading skills: distinguishing fact from opinions • practice translation skills: numbers • learn how to write a program for performance and a passage to introduce the internet • learn to talk about “ Is it necessary to protect traditional culture?” (e.g. on protecting old buildings) • visit culture salon for information about Chinese dragon culture 2. Main Contents and Hours Distribution: 1) Introduce the course and listening and speaking practice / 1 period 2) Read and Explore (Passage A and B) / 4 periods 3) Exercises / 1 period 4) Write and Produce / 1 period 5) Culture Salon / off class 3. Main Focus and Points: 1) Listening: for specific information 2) Speaking: Inviting a friend to celebrate the Dragon Boat Festival 3) Reading: Distinguishing fact from opinion 4) Writing: Forming compound and complex sentences 5) Language points: alter, compel, deceive, inflict, misrepresent, option, be capable of, be taken in, loud and clear, thanks to, with the exception of 4. Extended Contents: Passages C and D in Extended Book 5. Teaching Methods: Teacher’s instruction and students’ discussion
6. Teaching Procedures: The first two periods(90m) Task 1: (T)Ss)Lead-in questions: Here are typical symbols of some major cultures What do you think they represent respectively? Would you prefer to live in a monoculture or multi-racial society? Why? Visit Culture Salon about"Chinese Dragon Culture Task 2: (Ss -Ss)Sharing experience Think about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates Task 3: Talk About It Listen to Dialogue Sample 2 and try to answer the following questions What time should a guest arrive What generally does the guest first do when he/she arrives? If the guest is caught in a traffic jam, what should he/she do? If the guest has accepted an invitation and can't make it, what should he/she do? Need the guest bring any gifts? Task 4: (TE>Ss)How much do you know about Shakespeare? Discuss the short paragraph on P 34 with your neighbor and point out the errors Then look at the pictures of Shakespeare's life and make comments based on these pictures Task 5: (Ss <> Ss) Lead-in listening(textbook) Ss are going to listen to an interesting short play about visiting Shakespeare's house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times) Passage D Appreciating Cultural Differences Makes Good Business Sense Task 1. Skimming and Scanning It's essential to understand the cultural differences if you want to be proved more reliable n commercial relationships and germans are playing vital roles in international business and trade 3. Latins like physical touching and small personal distance, so are Germans 4. Latins tend to be much more casual and informal than germans and Japanese in manners 5. If you stare at your Japanese business associate at a meeting, he is most likely to turn away his eyes 6. Germans place both hands above the table when they are having dinners 7. It's considered acceptable for the guests to make some negative comments about the food served if it is really badly cooked Task 2 Vocabulary Development Each of the verbs and nouns in the following lists occurs in this passage. Choose the noun
6. Teaching Procedures: The first two periods (90m) Task 1: (T→Ss) Lead-in questions: Here are typical symbols of some major cultures. What do you think they represent respectively? Would you prefer to live in a monoculture or multi-racial society? Why? Visit Culture Salon about “Chinese Dragon Culture”. Task 2: (Ss →Ss)Sharing experience Think about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates. Task 3: Talk About It Listen to Dialogue Sample 2 and try to answer the following questions. ➢ What time should a guest arrive? ➢ What generally does the guest first do when he/she arrives? ➢ If the guest is caught in a traffic jam, what should he/she do? ➢ If the guest has accepted an invitation and can’t make it, what should he/she do? ➢ Need the guest bring any gifts? Task 4: (T→Ss) How much do you know about Shakespeare? Discuss the short paragraph on P 34 with your neighbor and point out the errors. Then look at the pictures of Shakespeare’s life and make comments based on these pictures. Task 5: (Ss →Ss) Lead-in listening (textbook) Ss are going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times) Passage D Appreciating Cultural Differences Makes Good Business Sense Task 1. Skimming and Scanning 1. It’s essential to understand the cultural differences if you want to be proved more reliable in commercial relationships. 2. Japanese, Latins and Germans are playing vital roles in international business and trade. 3. Latins like physical touching and small personal distance, so are Germans. 4. Latins tend to be much more casual and informal than Germans and Japanese in manners. 5. If you stare at your Japanese business associate at a meeting, he is most likely to turn away his eyes. 6. Germans place both hands above the table when they are having dinners. 7. It’s considered acceptable for the guests to make some negative comments about the food served if it is really badly cooked. Task 2. Vocabulary Development Each of the verbs and nouns in the following lists occurs in this passage. Choose the noun
that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down Task 3. Read and Simulate The third period ( 45m Culture Shock 1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks. 2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page The 4th 5th periods(90m) D)(TeSs) Reading skills practice: Distingu facts from opinion 2)(Ss) Read Passage B on cultural differences and answer the questions 3)(Ss) Translate the sentences into Chinese 4)(TE>Ss) Vocabulary Development 5)Read and simulate 6)(TESs) Language points 7)(Ss) Exercise 12, 13, 14 8)(T→Ss) Assignment Choose one aspect of culture in China or other countries and prepare a presentation to the class The 1)(Ss>Ss)Ss presentation of different cultures in different countries 2)(TE=Ss)Comments and suggestions Unit Three Copyright 1. Teaching objectives This unit will 1) provide students with materials to learn about Copyright; 2)provide students with useful information about Copyright; 3)provide students with practical reading skills: making references 4)provide students with translating skills: negatives; 5)provide students with practical describing advantages and disadvantages 6)provide students with writing a letter of complaint 7) provide students with cultural information for a discussion on academic honesty
that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down. Task 3. Read and Simulate The third period (45m) Culture Shock 1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks. 2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page. The 4th 5 th periods (90m) 1) (T→Ss) Reading skills practice: Distinguishing facts from opinion 2) (Ss) Read Passage B on cultural differences and answer the questions. 3) (Ss) Translate the sentences into Chinese. 4) (T→Ss) Vocabulary Development 5) Read and simulate 6) (T→Ss) Language points 7) (Ss) Exercise 12, 13, 14 8) (T→Ss) Assignment: Choose one aspect of culture in China or other countries and prepare a presentation to the class. The 6th period (45m) 1) (Ss→Ss) Ss’ presentation of different cultures in different countries. 2) (T→Ss) Comments and suggestions. Unit Three Copyright 1. Teaching objectives This unit will 1) provide students with materials to learn about Copyright; 2) provide students with useful information about Copyright; 3) provide students with practical reading skills: making references; 4) provide students with translating skills: negatives; 5) provide students with practical describing advantages and disadvantages; 6) provide students with writing a letter of complaint; 7) provide students with cultural information for a discussion on academic honesty
2. Course Arrangements and main contents Ist period: Cultural salon talk about it(half class) 2nd period: Cultural salon talk about it(another half class) 3rd period Listening comprehension, vocabulary of passage A( whole class) 4th period: Analysis of passage A( whole class) 5th period: Practical writing+ communicative skills(half class) 6th period: Practical writing +communicative skills(another half class) 7th period: Passage A: exercises, Passage B: vocabulary(whole class) 8th period: Passage B(whole class) 3. Extended Contents Passages c and d in Extended Book 4. Teaching methods Teacher's instruction and students' discussion 5. Teaching procedures The First and Second Periods(90m) Task 1: Warm-up questions I)Where do you get your favorite MP3 or mobile phone? 2) Have you ever bought any fake products or pirated produc 3)Why do you think people ignore or violate copyright? Task 2 Listen and fill in Task 3: Listen to the long conversation, and answer the following questions Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions 商标 消协 3.假货 4.备份文件 Task 5: Read Dialogue I loudly, and find the English version of the following phrases 1.盗版软件 2.正版产品 升级 4.不道德的 Passage A: 10 Big Myths About Copyright 1. Key words and expressions copyright notice版权标识 violation侵权 Berne copyright convention伯尔尼版权协定 senet世界性的新闻组网络系统 fair use合理使用 civil law民事法sue起诉 commercial value商业价值 2. Is it true? Please give the reasons
2. Course Arrangements and main contents 1st period: Cultural salon + talk about it (half class) 2nd period: Cultural salon + talk about it (another half class) 3rd period: Listening comprehension, vocabulary of passage A (whole class) 4th period: Analysis of passage A (whole class) 5th period: Practical writing + communicative skills (half class) 6th period: Practical writing + communicative skills (another half class) 7th period: Passage A: exercises, Passage B: vocabulary (whole class) 8th period: Passage B (whole class) 3. Extended Contents: Passages C and D in Extended Book 4. Teaching Methods: Teacher’s instruction and students’ discussion 5. Teaching procedures The First and Second Periods (90m) Task 1: Warm-up questions 1) Where do you get your favorite MP3 or mobile phone? 2) Have you ever bought any fake products or pirated products? What are they? 3) Why do you think people ignore or violate copyright? Task 2: Listen and fill in Task 3: Listen to the long conversation, and answer the following questions. Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions: 1. 商标 ______ 2. 消协_____________ 3. 假货 ________ 4. 备份文件_________ Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases: 1. 盗版软件___________ 2. 正版产品___________3. 升级 __________ 4. 不道德的___________ Passage A: 10 Big Myths About Copyright 1. Key words and expressions copyright notice 版权标识 violation 侵权 Berne copyright convention 伯尔尼版权协定 Usenet 世界性的新闻组网络系统 fair use 合理使用 civil law 民事法 sue 起诉 commercial value 商业价值 2. Is it true? Please give the reasons