模板課件系列之-Unit 3英文課件文檔

1、Unit 3Unit 3Unit 3Speaking in a Foreign LanguageUnit 3 Please interview your group members. Ask them the following questions and take notes of their answers.“How do you feel about English teachers correcting your mistakes when you speak English in class?“How often do you want to be corrected?”“What

2、kind of correction do you find most helpful?” (Snow, 2014b, p.41)Unit 3Unit 3Unit 3 For your notes, you might draw a table like the following. QuestionsRespondent 1Respondent 2Respondent 3RespondentQ 1Q 2Q 3Unit 3Unit 3 Please get ready to share in class the result of your survey.“How do you feel ab

3、out English teachers correcting your mistakes when you speak English in class?“How often do you want to be corrected?”“What kind of correction do you find most helpful?” (Snow, 2014b, p.41)Unit 3Unit 3Unit 3Unit 3Please read the story on p.39 and discuss why Mr. Schmidt never corrects Huizhens Engli

4、sh mistakes? Brainstorm in groups. “ First list as many possible explanations as you can think of. State each explanation in a complete sentence that clearly and fully answers the question (Snow, 2014b, p.39)Unit 3Unit 3“Make sure that at least one explanation is relatively generous to Mr. Schmidt a

5、nd at least one is relatively harsh.“After you have listed several explanations, decide which ones seem most likely and list them in order of likelihood.”(Snow, 2014b, p.39)about 10 minutes for the reading and discussion.Unit 3Unit 3Please walk around, and share the result of your discussion with th

6、ose from other groups as much as possible. You have 5 minutes. Unit 3Unit 3“Huizhen actually doesnt make many mistakes, and Mr. Schmidt doesnt consider the few mistakes she makes serious.“Mr. Schmidt doesnt notice Huizhens mistakes because he is paying more attention to the content of what she was s

7、aying”.“Mr. Schmidt doesnt correct Huizhen because he doesnt want to interrupt her; he doesnt want to discourage Huizhen from talking”.“Mr. Schmidt thinks it would be rude to correct Huizhens English errors”.(Snow, 2014a, p.37)Unit 3Unit 3“Mr. Schmidt does correct Huizhens errors, but he only correc

8、ts her subtly by repeating corrected versions of what she said wrong. Huizhen just doesnt notice this.Mr. Schmidt doesnt think that correcting errors helps students English very much.“Mr. Schmidt avoids making grammar corrections because he cant explain English grammar very well.“Mr. Schmidt doesnt

9、take teaching very seriously, especially grammar”.(Snow, 2014a, p.37)Unit 3 “probably especially typical of Western teachers who are not English teachers by profession, but this behavior would not be unusual even for Westerners who are trained teachers. How typical is the teachers behavior?(Snow, 20

10、14a, p.37)Why?Unit 3 students and teachers from different cultural backgrounds “sometimes have different beliefs and expectations about the role of teachers. “These differences might lead to misunderstanding”. Encounter - mistakesPotential Trouble Spots(Snow, 2014a, p.38)Unit 3 language teachers are

11、 willing to correct students mistakes, yet most Westerners would consider that interrupting a language learner to correct his or her mistakes is rude. Encounter - mistakesadditional culture notes(Snow, 2014a, p.38)Unit 3Many of them might tend to correct a foreigners language mistakes subtly by repe

12、ating what he or she has said in a correct way. They will be discouraged from doing so again if the foreigner does not seem to be happy with their correction or not pay attention to their correction at all. Encounter - mistakesadditional culture notes(Snow, 2014a, p.38)Unit 3Unit 3Does a correction

13、of mistakes in spoken English by a teacher help learners significantly improve their grammar? No!Unit 3Western approaches to language learning: “Many Western teachers take an approach to language learning and teaching which emphasizes communication, sometimes even at the expense of attention to gram

14、matical accuracy. But it does not mean that Western teachers do not think grammar is important. Encounter - mistakesadditional culture notes(Snow, 2014a, p.38-39)Unit 3Not all native speakers of English can explain grammar rules of English clearly although they can use the language correctly and app

15、ropriately. The same is true with native speakers of other languages (if they are not language teachers by profession). Encounter - mistakesadditional culture notes(Snow, 2014a, p.39)Unit 3Unit 3Should English teachers try to correct all (or at least most)of the errors on their studentsEnglish compo

16、sitions? the affirmative side: Class 1 the negative side: Class 2Unit 3Unit 3What are the problems caused by the language gap?What are the two different levels of misunderstanding?How to become a good intercultural communicator?Unit 3Unit 3Please watch the following video clip and discuss with your

17、partner what went wrong in the process of communication (3 minutes). Unit 3Read the description about “dangerous fluency on page 45. “In groups, come up with 2 or 3 theories that explain this surprising result. Why did the students who could speak Spanish better miscommunicate with their hosts?” Ple

18、ase use the expressions on the left to mitigate your statements. (5 minutes) Follow-up Discussion Task 2: Dangerous FluencyIts very likely thatIts likely that.Its possible that .Its not very likely but possible that.I have a hunch that.I suspect that.One possibility is that. (Snow, 2014b, p.45)Unit

19、3Debriefing:Follow-up Discussion Task 2: Dangerous Fluency“Americans who spoke hesitantly with a heavy accent were misunderstood less. The reason? The Columbians assumed that the fluent Americans who sounded as though they knew what they were talking about did know what they were talking about. Unfo

20、rtunately, they rarely did, for they had not been socialized into Hispanic life. The had acquired fluency in Spanish in a US cultural setting. Their cultural referents were US, not Hispanic. (Seelye, 1993, p.65)Unit 3Debriefing:Follow-up Discussion Task 2: Dangerous FluencySome people “can speak a l

21、anguage fluently yet knows nothing about the culture. Since these people are fluent in the language, host nationals tend to assume that they must be equally fluent in the culture as well. A cultural misunderstanding, therefore, is less likely to be interpreted as due to the persons good-natured igno

22、rance. On the other hand, people who do not speak the language well are often given the benefit of the doubt. (Brislin & Yoshida, 1994, p.48)Unit 3Encounter The Compliment1. Please summarize the situation in Chinese.2. Make a discussion: Why do you think the American woman complimented Xiao Fengs En

23、glish?Unit 3Some likely interpretations:The woman is just being polite; she really didnt think Xiao Fengs English was very good. The woman was genuinely impressed by Xiao Fengs ability to handle such a difficult topic, even though he made some errors. Encounter The ComplimentUnit 3The woman could te

24、ll Xiao Feng was having difficulty with his English, and she wanted to encourage him.The woman feels a little awkward because she put Xiao Feng through so much trouble, and compliment is really another way of saying thank you.Unit 3Encounter The ComplimentHow typical is the womans behavior?Fairly ty

25、pical. Many Westerners would say something nice about Xiao Fengs English in a situation like this.Unit 3Some potential interpretation trouble spots 1. In this situation it is difficult to tell whether the Western woman is genuinely impressed with the quality of Xiao Fengs English or whether she is s

26、imply being nice and encouraging to him. Of course, it is also possible that both are true.2. Xiao Fengs feelings of inadequacy may well cause him to focus more on the flaws in his English than on his degree of success.Unit 3Culture notesBeing nice: In mainstream middle-class North American culture, great value is placed on being nice to others, and also on saying things that will make others feel good (even when people dont completel