大学数学说课ppt下载(2)

Ask the students weather they can give some reasons to explain this.

Japanese people, like we Chinese in some aspects, is influenced by Confucian ideas, we are not supposed to express our feelings publicly or directly. Most of the time we take an implicit attitude and express our feelings in a roundabout way. But for western people, especially for the people of the US, they value individualism. They often sing high praise of the human right. With the protection of the human right, they can say whatever they like. Different opinions are welcomed. Remember, they even challenge the decision made by the government. Knowing the different styles of conversation will help you in a talk with foreigners.

拓展式问题讨论

Task 1

Quotations and proverbs:

All people are the same. It’s only their habits that are different.

We see thing not as they are, but as we are.

When in Rome, do as Romans do.

To learn a foreign language without learning its culture is the best way to make oneself a fluent fool (you do not know about your own culture until you encounter with another culture)

What is “right” in one culture may be “wrong” in another.

Communication is a risky business.

In order to avoid “communication break-down” caused by “culture bump”, we must develop cultural awareness of the influential factors behind the speech acts and gain the knowledge of each other’s behavior patterns and cultural associations.

拓展式问题讨论

拓展式问题探讨是课文内容的延展，将学生的表达能力训练由非真实场景转向真实情境。针对课文主题，挖掘含义，发挥联想，联系实际，结合真实世界，建立真实情境，开展真实交际，从而让学员由课内走向课外。这是对教师创造能力、应用素养的锻炼。

拓展式问题讨论

Task 2

Role-play the following dialogues and then have a conversation analysis.

Dialogue 1

Liu (at lunch time): Hi, Jenny. Have you eaten?

Jenny: Not yet. Why ?

Liu: I’ve already done.

Conversation analysis:

Why did Liu ask jenny that question?

Why did Jenny react to it that way?

Why didn’t Liu answer jenny’s question?

拓展式问题讨论

Dialogue 2

Liu (on the way): HI, Jenny. Where are you going?

Jenny: Hi, how are you?

Liu: fine, thank you. And you?

Jenny: not very well.

Liu: What’s wrong? Do and see the doctor. Try some Chinese medicine.

Conversation analysis:

Why did Liu ask Jenny where to go?

Why didn’t Jenny answer that question?

Was Liu’s response to Jenny appropriate?

拓展式问题讨论

Dialogue 3

Liu: Jenny, I’ve got very good Chinese tea. Try it, please.

Jenny: No, thanks. I’m not thirsty now.

Liu: Just taste it. Here you are.

Jenny:….

Conversation analysis:

Did Liu offer tea in an appropriate way?

What did Jenny think of such an offer?

拓展式问题讨论

Dialogue 4

Liu: Jenny, you’ve got a new dress. It’s really beautiful?

Jenny: Thank you.

Liu: How much is it?

Jenny: I’ve got it in Yunnan.

Conversation analysis:

Why did Liu ask about the cost of the dress?

Why didn’t Jenny answer the question?

拓展式问题讨论

Dialogue 4

Jenny: Liu, you’ve made great progress in spoken English?

Liu: No, no, no. My English is very poor.

Conversation analysis:

How did Liu respond to the compliment?

Why did Liu respond to the compliment like that?

How did Jenny feel about such response?

形成性评价

为了让学生人人积极参加，注意力集中，有动力，有“我的学习我做主”意识，任务教学法在推行过程中，注重形成性评价。教师在经常课堂设计任务时，应大约有一个较大的合作项目。一组学生在展现项目时，其他学生并不是无事可做，而是应作出评判，教师将把学员评价成为教师的平常成绩的组成部分。

课外学习活动

Talk on BBS to a foreigner about his/her feeling from the communication with the Chinese. Have the free chat copied and make some comments or analysis in class.

Find an article on 21st Century, China Daily or other magazines available regarding the “culture shock” and bring them to the class .

课外学习活动是课内学习活动的延展。设计课外学习活动需要以贴近学生生活，贴近真实交际为准则，才能真正将外语交际应用于实践。为了让课外任务能实施，教师可以设计多个任务提供学生选择完成。