外研版（2019）选择性必修第四册 Unit 3 The World Meets China Presenting ideas 作业设计方案（表格式）

作业练习
课程基本信息
学科 英语 年级 高二 学期 春季
课题 Unit 3 The World Meets China: Presenting ideas& Reflection &project
教科书 书 名：高中英语选择性必修第四册教材 出版社：外语教学与研究出版社 出版日期：2019年
学生信息
姓名 学校 班级 学号
作业练习
Describe the advantages of exhibitions and the opening ceremony based on task 1 in class. Task1 ：Work in groups and brainstorm . Fill in the table. What are the ways of culture exchanging mentioned in Unit 3？ The ways of culture exchangingAdvantages &disadvantagesBooks and Movies：thoughts and specialtyTravelingexperience and foodLiving overall experience but time- consumingExhibition one stop experience with designing Opening ceremonyinteractiveTV and Internetwatch Confucius Instituteslearn ，specialty，not many， time-requirement
Write for the speech based on the discussion in class. Group1 dancing：Apsaras1.Apsaras captures the spirit of Tang dynasty! 2.They might inspire you to travel to Dunhuang. 3.Dunhuang is the crossroad of Belt and Road Initiative. 4.It predicts the splendid future of China. 5.Brilliant, magnificent, colorful and gorgeous, such are the features that make the Dunhuang frescoes aesthetically peerless in the world. Group2 reader ：Three Character Scriptures and cutting paper showIt is the Bible for Chinese Children. the reader reads like songs. Foreigners are easy to understand the content. It's also possible for you to try out paper-cutting yourself, 5. the skillful paper-cutting artists are available to show visitors how to make paper cuts.Group3 singing a song：Peking Opera1.Students from Class one will sing a song: Peking Opera. 2.It is traditional.(reason) 3.The costume is beautiful. 4.A lucky foreign student will be invited on the stage to study . 5. It will be fun and meaningful.(reason)Group4 Interview the foreigners aliveWe will invite three foreign students or teachers onto the stage, and ask questions below. what is your name and where are you from How did you traveled here and what was your first impression of China What interests you most during the opening ceremony
3.Write down a diary based on the questions below which should be based on the improvements in this class. 2.Present the project “Interviewing a foreigner” with your group partners .
Answers：
The advantages of exhibitions and the opening ceremony is
to communicate face to face and the purpose is clear and the events are well organized .
2.Hello, everybody! It is my great honor to stand here. I recommend Dancing Apsaras ,which captures the spirit of China today , inspiring you to travel to Dunhuang with features as brilliant, magnificent, colorful and gorgeous, making it frescoes aesthetically peerless in the world ,which now is the crossroad of Belt and Road Initiative, predicting the splendid future of China. Secondly，You can read the book Three Character Scriptures, the Bible for Chinese Children, for life long, reading like songs ，easy to understand for foreigners with the setting where some local paper-cutting artists showing how to make Chinese characters ,attracting audience to follow together. Thirdly, there is no doubt the song Peking Opera from class 1 grade 2 is the best choice in that it is traditional ，with singers beautiful costumes and voice ，with foreign students invited to study alive，which is not only fun but also meaningful. At last，We will invite three foreign students or teachers onto the stage, and ask questions below.
1.what is your name and where are you from
2.How did you traveled here and what was your first impression of China
3．what interests you most during the opening ceremony？
Thanks for your listening！
It is Monday today. In the English lesson ,where we talked about planning the events and performances ,I got much more than before on culture exchanging. Firstly, there are many ways of culture exchanging ,such as Internet and visiting nowadays ,and the exhibitions are important when we have some special purposes. Additionally, I have learned how to write a recommendation letter and speech for voting whose features are description and expressions of emotion. Some words ,expressions and structures are useful ,such as “in that/given that……”
“as a result/therefore /consequently/accordingly……”,“Broadway is the heart of the American theater industry.” ,“they might even inspire you to read the books.”etc. Therefore,I got much improvements. Culture understanding is important and now I have a bird-eye view of the ways and can choose appropriately when needed .What’s more, from comparison of recommendation letter and speech for voting ,I got the common features of writing skills ,which leads me to solve problems creatively.
I am confident, now, to plan the project“Interviewing a foreigner” step by step and make full use of the information and skills of communication and writing to make the project professional with highlights.
4.present the project
案例分享
How not to
Before giving some hints and tips on how to conduct a productive interview, let me give you a few examples of how things can go wrong - and believe me, they often do. The following scenarios should absolutely be avoided unless the sole aim of the exercise is being away from the school benches and mucking about with classmates:
1/ A pair or small group of students interviewing one or more foreigners whereby only one of the students - always the strongest - asks all the questions; the others usually stand around grinning or commenting in their own language.
2/ Students letting interviewees read the questions they prepared for their survey.
3/ Students asking mostly closed questions (e.g. You like Thailand ), vague questions (e.g. What you think about Thailand ) or rather nonsensical questions (e.g. How about your holiday ) - oftentimes using incorrect structure (as in my examples).
4/ Talking very quietly - almost inaudibly really - with terrible pronunciation (e.g. You lie ee lai ).*
Getting started
Time to give some advice. When students interview foreigners, it is essential that they properly introduce themselves. Nobody foreigner wants to waste precious time by participating in yet another useless time-sharing survey. The introduction needn't be long, but should be brief, clear and honest. It could go like this:
Option 1: Good morning, my name is Ploy and these are my classmates Lek and Noi. We study English and we'd like to practice our English by asking you some questions. Could you please spare a few moments of your time
Option 2: Hi, could we ask you a few questions We are English students at Wittaya Whatever School and we are doing a survey to practice our English. Can we ask you a few questions It will only take five to ten minutes.
Option 3: Hello, we have to interview foreigners for our English school assignment. Could you please help us by answering some questions Nobody wants to talk to us because our English isn't perfect. Thank you so much for saving our lives. (fairly honest, funny but possible effective)
Other variations are of course possible. Students should use language and words they are familiar with and fully understand, not just blurt out phrases they'd never use on their own. Memorizing every single question isn't necessary as speaking naturally is more important than sounding like a parrot. Fluency should take precedence over accuracy when speaking in a real situation where communication is the prime objective; however, interviewers should get the very basics right by asking grammatically correct questions and use intelligible pronunciation.
Possible questions
I don't think there are right or wrong questions as this depends on the kind of interview or survey you want to conduct. It can either be a general survey about Thailand or be more specific, e.g. targeted at tourists and tourist attractions, food, customs etc. Let students come up with their own questions first, either individually, in pairs or small groups.
I prefer to do this in sequence: individuals devise a few questions, compare them with their neighbor and then move on to form groups of four or six. This way everybody will be at least forced to do some work as most groups won't welcome freeloaders.
What follows is a short list of questions that might be used for general surveys. I don't recommend just handing this out to students as this means forgoing the very useful stage of making questions whereby creativity and accuracy are important.
- What's your name
- Where are you from
- Which languages can you speak
- Are you on holiday in Thailand
If yes:
● How long have you been here
● How long do you plan to travel in Thailand
● Where are you staying now
If no:
● Where do you live
● How long have you lived in Thailand
● What's you job
● Where do you work
- Which parts of Thailand have you visited
- Which place did you like most
- Do you like Thai food What is your favourite dish
- What do you like most about Thailand
- What don't you like about Thailand (interviewers should be able to handle criticism)
- What do you do to fight global warming
Most, if not all of these questions are also extremely useful for general conversation. Remember that asking questions is not only a way to start a conversation, but also to keep it going. Open questions can be used to make someone talk longer (e.g. What did you know about Thailand before coming here Why do you like Thailand ), while closed questions will obtain specific information (e.g. Are you married Have you had a Thai massage yet ). An effective way to keep a conversation going is by asking follow-up questions.
Example: What did you do yesterday evening (Answer: I went to the cinema.)
Follow-up questions:
● Which film/movie did you see
● Did you enjoy it
● What's it about
● Would you recommend it
● Where did you go to see it
● Who did you go with
● Did you see the original version or was it dubbed
● How much does a film ticket cost
● Who's your favorite actor
● What kind of movies do you like
● How often do you go to the cinema
● How do you get there
There are many more but I think you get my drift. Students should be given similar exercises to hone their skills.
Reflective The Interview with a Foreign Student
For this project, I have an interview with a student from UNCG. Her name is Aisa Tozuka. She is from Fukuoka Japan. Aisa is 22 years old. She is majoring in Business administration. She came to the states two years ago to better her education. Her family still lives in Fukuoka. Back home, she lived in her family owned house that has been passed down from generation to generation and will eventually be hers. In her household she lives with her parents, 3 siblings, aunt, uncle, 2 cousins her grandmother. She is also bilingual; she speaks Japanese and broken English. She often has to go back and forth between languages because her family on speaks Japanese and her friends only speak English. At first, she was scared moving to the states by herself but she said that she wanted to get a better education so she can go back home and improve her family’s status.
Similar to the United States, Japan grants its citizens religious freedoms. Aisa and her family believe in Shintoism. Japanese main religions are Shintoism and Buddhism. Shintoism is a Japanese religion that worships ancestors and spirits. It is also believing in kami (spirits). In Shintoism shrines are used as a place of worship. People come to pray and give offerings. Another main religion in Japan is Buddhism. Buddhism is the belief of true nature and reality; it is also used as a form of meditation. In Buddhism temples are used meditation and a place to worship. There are also some people who practice Christianity, Hinduism, Islam, and Sikhism but is rare. In Japan, Religion is heavily influenced by family matters. It is also very private and not discussed to others outside of the family. They keep religion away from schools. Which means like the U.S. students in school do not pray during class. Religion is barely discussed and usually kept private. During New Year which is held in January from the 1st to the 3rd, People go to ancestral graves and pray for their deceased relatives. They also visit shrines to symbolize good luck for the upcoming year. Aisa and her family often go to “Momiji Hachimangu” shrine.
Japan has a wide variety of food. They have something for everyone including vegetarians. Aisa said that her favorite dish is “Motsu Nabe” which is a hotpot filled with local foods. It is served at “kakata bentendo”a restaurant in Japan. Japan is also known for sushi, sashimi, fish and its colorful presentation with foods.
During this personal interview, Aisa discussed some culturally appropriate actions and she emphasized the correct way to carry out those said actions vs the wrong way that would be considered disrespectful. To begin with, Similar to the United States, it is considered rude and bad mannered if you eat directly from a plate of food. Food is typically shared with the whole table and are placed on plates meant to just store the food. The correct way it to put some food on your plate before indulging. Slurping the food is also considered good manners. During dinner, it is polite to pour everyone a drink but never your own. You should wait for someone to notice your empty cup and fill it up for you.
In business and restaurants, it is common to take off your shoes before entering. While in a restaurant, the owners will provide you with Oshibori (a wet towel), they are used to clean only your hands before you eat. It is considered rude if you wipe your face with it or even if you put it on your lap as a napkin. Something different from U.S, tips are not expected in restaurants, hotels or even cabs. Tipping someone can even be considered an insult.
Pointing in Japan is considered threating. Instead of pointing, people gesture with their palm of their hand. People in Japan don’t usually accept gestures that require touching from strangers.
When meeting someone it is tradition that you bow. It is a sign of respect. The longer and deeper the bow the more respectfully your being. When bowing its common to put your hands in front of your chest. When meeting someone or going over a friend’s house, bring food as a gift (can vary but foods like mochi or snacks).
During the interview, I felt that I didn’t know a lot about her culture. I didn’t know how to speak to her. I was also nervous because this was my first interview with someone who was not from the United States. After learning more about how people communicate to each other in Japan. I realized it was very different then how people interact with each other in the United States. People in Japan are more respectful and formal. While people in the United States are more open and forward.
Foreigner Interview Project
2017-03-15 Pageviews：768
By: Matthew Jellick
In an effort to get outside our comfort zone of speaking English only in a classroom setting, I came up with an assignment to challenge the Staff to incorporate their speaking skills in a more authentic environment. Developing a five-point plan during class last week, I asked them to conduct a “Foreigner Interview” outside of campus, drawing on individually designed questions which incorporated both factual (Where are you from ) as well as opinionated (What do you like most about Chinese culture ) questions. This week during class, those who completed the assignment gave presentations about their interviews, sharing not only about the experience of speaking with foreigners, but in turn, what the conversation itself entailed.
Over the course of the past week, the SUSTech Staff met outside of campus with English, Canadian, American, Russian, Pakistani and even Iranian people who live and work in Shenzhen, asking them a series of five questions. Reporting back during this week’s class, they seemed excited at the notion, stating that while at first they were nervous approaching foreigners, it didn’t take long for the “interview” to become more of a “conversation”. They explained that in a Chinese sociocultural context, it is often intimidating to approach foreigners to ask questions, but quickly realized that these people had interesting stories to tell, and were honest in their answers and genuine in their approach.
Part of the assignment also included them taking a photo with their interviewee, which in turn led to stories of their own. The SUSTech Staff found their interview opportunities in various “foreigner hotspots” around town including Carrefour (the French supermarket), Starbucks (at the second one visited) and at University Town (which hosts a number of international PostDoc. programs). Through faces of accomplishment you can see the adulation in their smiles knowing that they not only completed the assignment, but more importantly gained confidence in their English skillsets, obtaining a comfort level in speaking with foreigners in an authentic setting.
With a goal to continue to find learning opportunities which extend beyond the confines of the classroom, I will continue to promote activities which challenge the staff and hopefully teach them through interactive pedagogy that authentic learning takes place in a setting which oftentimes makes them uncomfortable. Similarly, I believe that projects such as this also underline the idea that language is a part of culture which can be understood through interactions that not only increase attainment but expand worldviews.