2024年1月19日发(作者：)

本次课标题：Unit1 Understanding Chinese Culture

授课班级

商务英语一年级

上课时间 10课时 上课地点

知识目标

1. vocabulary of Chinese traditional culture

2. language points in reading: The Chinese

New Year

3. grammar: present participles used as

adverbials

4. vocabulary building: word pairs

5. important words and phrases: origin,

legend, mythical, terrorise, fierce, lunar,

solar, insert, symbolic, ward off

多媒体教室

能力(技能)目标

1. how to introduce Chinese New Year

traditions to foreign friends

2. be able to use the vocabulary of

Chinese culture correctly

3. be able to comprehend the text

4. be able to use present participles

used as adverbials correctly

5. be able to comprehend the usage of

word pairs

6. project: be able to plan a Chinese

new year party

7. be able to be a confident speaker

Project :

1. vocabulary

2. talk to your neighbor

3. role play

4. write a paragraph

5. show each other your writing

planning a Chinese new year party

教

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例

参

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①《致用英语综合教程》第二册（学生用书）程晓堂主编 外语教育与研究出版社

②《致用英语综合教程》第二册（教师用书）程晓堂主编 外语教育与研究出版社

Section One Around the topic

Step 1 Topic introduction:

Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.

The biggest problem is that they don’t know how to express their understanding about

Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners

of English as a foreign language should not only study western cultures, but also deepen their

understanding of Chinese culture, so that they can introduce it to the outside word.

Step 2 Your ideas

Work in groups or pairs and discuss the following questions

1) Why is spring Festival so important for the Chinese people?

2) What do you usually do during the Spring Festival

3) Are there any special celebration activities in your hometown during Spring Festival?

4) In what ways do you think the Spring Festival has Changed?

How much do you know about the Chinese New Year?

A. Which day in the 15-day celebration is for the sons-in-laws to pay a visit to their

parents-in-law?

The third and fourth days.

B. What is the fifth day called?

Po Woo.

C. How many kinds of traditional New Year food do you know?

Dumplings, a whole fish, chicken, New Year cake…

D. Do we use knives or scissors on New Year's Day?

NO. They may cut off fortune.

E. What fruit do we usually use as a decoration during the Spring Festival?

Oranges and Tangerines. They are symbols for abundant happiness.

Step 3 Vocabulary

There are some special things about Spring Festival, which are difficult to translate into

English. Here are some English words and expressions related to the Spring Festival. Try to

get their meanings.

Remind students that names of some typical Chinese things do not have exact equivalents in

English. Ask them to guess the meaning of the English words and phrases related to the

Spring Festival

lunar calendar

solar calendar

dumpling

fire cracker

firework

Spring Couplets

New Year cake

New Year picture

reunion dinner

lion dance

red packet

rice dumpling

阴历

阳历

饺子

爆竹

焰火

春联

年糕

年画

团圆饭

舞狮表演

红包

元宵

New Year visit

New Year market

Lantern Festival

拜年

赶年集

元宵节

The teacher can offer students a particular situation for students to practice in which students

can give a brief talk with some of the words in the table above so that they can master a better

usage of these words.

Step 4 Listening and speaking

Ask students to read the questions first. Then play the recording and encourage them to take notes

while listening.

1. Q: What are they talking about?

A: They are talking about the Spring Festival.

2. Q: How did Li Ming spend his holiday?

A: Li Ming spent his holiday with his family in his hometown.

3. Q: What is Susan curious about?

A: Susan is curious about how Chinese people celebrating their Spring Festival.

4. Q: What make the Spring Festival different from other holidays?

A: Giving presents and staying with the family.

5. Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?

A: In the past, all the members of a family would stay at home making dumplings together.

Now many people enjoy watching TV. During the day, children wear their new clothes. The

evening is usually spent playing games, talking, eating and drinking.

Step 5 A quiz

During the Spring Festival, some things are believed to bring good luck for the new year,

while other things might bring bad luck. Read the items in the table below and decide whether

they bring good luck or bad luck. When you finish, compare your answers in pairs.

This quiz is just for fun. Remind students that we should not be superstitious and the dos and

don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a

right attitude towards them.

Ask students to do the exercise first based on their own understanding and then compare their

answers with their partners’. They may discuss them if necessary. When they finish, you may

show and explain answers.

Section Two Reading

This section introduces the tradition of the Chinese New Year. By studying it, students will

learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most

importantly, students will learn how to introduce the Chinese New Year to foreign friends.

Step 1 Pre-reading tasks

Before you read, discuss the following questions in groups:

1. Do you know why we call the Spring Festival “Nian”?

2. Do you know why we Chinese celebrate the New Year at a different time from the Western

world?

Read the instruction as a class. Divide students into groups. Ask them to discuss the questions.

Activate their prior knowledge of the Spring Festival and encourage them to share information

with others. Pick some volunteers to answer these tow questions as representatives of their group.

Step 2 Text illumination

1) Ask several students to read the whole text in order to check whether they preview the

text and get a general understanding bout it or not beforehand.

2) Ask students to summarize the text

3) The teacher can put the comprehension check either before or after illuminating the text

according to the needs of class and the students’ comprehension ability.

4) Illuminate the text, during the process of which the teacher can encourage students to

highlight or underline the important parts when they read the text in detail. Try to explain

that it can help students to grasp the important details and review important points

Language points:

1. legend n.

story handed down from the past, especially one that may not be true 传奇，传说

e.g. The legend of Robin Hood is well-known.

2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的

e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.

myth n. 神话 e.g. ancient Greek myths

3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓

e.g. The local gangs terrorised the neighborhood.

4. fierce adj. violent and angry 凶猛的，凶狠的

e.g. Swans are always fierce in defense of their young.

The leopard looks fierce.

5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的

e.g. The Chinese New Year falls on lunar January, 1st.

6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的

e.g. Solar energy is one kind of important energy nowadays.

7. insert v. to put or set into, between, or among 插入，嵌入

e.g. The editor inserted an advertisement in the newspaper.

insert a key into a lock

8. symbolic adj. representing a particular idea or quality 象征的，符号的

e.g. The cross is symbolic of Christianity

9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开

e.g. He carried a gun to ward off possible attacks.

Step 3 Post-reading exercises

1. What is the significance of the following things during the Spring Festival?

Ask students to find out the information in the article. Check their work when they finish.

red decorations

fireworks

Spring cleaning

To protect people from the monster

To scare away the monster

To sweep away any ill fortune or

unpleasantness form the previous year and

prepare the house for any food luck the new

year will bring

To ward off evil spirits

To encourage large and happy families

Repainting doors and windows

Eating dumplings

Eating fish

Eating red meat

leftover

Longevity and plenty

Bad luck

Future prosperity

2. Discussion:

Read the instruction as a class. Divide students into groups of four. Ask them to discuss these

questions. Get feedback when they finish. Try to encourage them to express their opinions

thoroughly in English.

3. Vocabulary and structure

This part is about some vocabulary and structure exercises related to the text. Ask students to

finish them independently beforehand. Check their answers in class. Try to encourage them to

explain by themselves to check whether they fully understand the exercises or not. The

teacher is supposed to give some explanations if necessary.

A. Work out the meanings of the underlined words with the help of the context.

B. Fill in the blanks with the words below. Change the form where necessary.

C. Complete each pair of the sentences with the correct form of the same verb, one as a

present participle (-ing) and the other as a past participle (-ed).

4. Writing

Read the instruction as a class. Leave the writing task as homework. Check their work next

time.

Write down your experience about the Spring Festival. The following questions may help you

to come up with some ideas.

1) How does your family prepare for the Spring Festival?

2) What traditional activities does your family do to celebrate the Spring Festival?

3) What special activity do you like most when you are celebrating the Spring Festival?

Section Three language in use: present participles used as adverbials

Step 1 test your grammar

The aim of this practice is to make students aware of the present participles used as

adverbials. Based on their study of the text, they may gain a deeper understanding by doing these

exercises. Try to encourage students to explain by themselves through recalling and understanding

of this grammatical phenomenon.

Step 2 illumination and development

Briefly explain the grammatical knowledge of participles. Then ask students to finish these

exercises. Check their work when they finish.

一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。例如：

① Hearing the news, they got excited. ＝ When they heard the news, they got excited.

现在分词 逻辑主语

从这个例句中看出，现在分词的发出者是主句的主语they，且主句的主语与现在分词形成主谓关系。

② She got home, feeling very tired. ＝ When she got home, she felt very tired.

逻辑主语 现在分词

主句的主语she与现在分词feeling 形成主谓关系。

③ Crossing the road, I saw a girl crying. ＝ When I was crossing the road, I saw a girl crying.

现在分词 逻辑主语

如果现在分词作状语时，其逻辑主语与句子主语不一致，分词应有自己的逻辑主语，构成独立主格结构。例如：

Mr. Smith being absent, the meeting had to be put off.

该例句中，主句的主语是the meeting，而现在分词的逻辑主语是Mr. Smith。

二、 现在分词作状语与谓语动词的时间关系

1. 现在分词表示的动作与谓语动词表示的动作同时发生时，现在分词用一般式。例如：

The secretary worked late into the night, preparing a long speech for the president.

2. 现在分词表示的动作先于谓语动词表示的动作时，现在分词用完成式。例如：

Having finished his homework, the boy went out to play football.

三． 现在分词作状语时与主语之间不能用并列连词and、 but、or等连接，因为并列连词连接的是两个并列的成分，而分词短语只是全句的一个状语成分。现在分词短语与主语之间用逗号隔开即可。

误：Having been told many time, but he still couldn’t understand it.

正：Having been told many time, he still couldn’t understand it

Step 3 Doing exercises

Then ask students to finish these exercises. Check their work when they finish. Try to

encourage students to explain the answers by themselves. The teacher is supposed to offer some

explanations where necessary.

A. Rewrite the following sentences using the present participle.

B. Correct the mistakes in the following sentences.

C. Complete the following sentences with the correct form of the verbs in the brackets.

Step 4 Vocabulary building: word pairs

This activity is designed to get students familiar with a language area that is slightly more

complex than it looks. These word pairs, also known as binomials, refer to a pair or group of

words that are used together as an idiomatic expression or collocation, usually joined by the words

and or or, and the order of the elements cannot be changed. The expression take it or leave it is an

example of binomial pair. A binominal pair has a single, distinctive meaning.

Explain this grammatical phenomenon with examples. Then ask students to finish exercises

by themselves and check when they finish. Try to encourage students to explain the answers by

themselves. The teacher is supposed to offer some explanations where necessary.

A. Match the pairs of words in Column A with their meanings in Column B

B. Complete the sentences using the pairs of words in exercise A

C. Match a word in column A with a word in column B and a word in column C to form a

set phrase. Look for synonyms and antonyms. There are more words in column C tan

you need.

Section Four Project: Planning a Chinese New Year party

This project is designed to help students plan a Chinese New Year party and explain

traditional Chinese customs to foreigners. Read and explain the instructions and then ask students

to do the class activities following the steps given. This project should be conducted in a relaxed

and lively atmosphere. Encourage students to be active. Get feedback when they finish. Invite

volunteers to report to the class their thoughts and experiences.

Step 1 vocabulary

Think about what you would need to do in planning a Chinese New Year party. Make a list

and check any new words in a dictionary.

Divide students into several groups to brainstorm the words possibly needed. And check and

compare the words they come up with.

Step 2 Talk to your neighbor

Suppose you are inviting a foreign friend to spend the Chinese New Year with your family.

Talk to your partner about your plans. Brainstorm how to explain some typical Chinese new year

traditions to the foreigner.

Make the plan in groups and a representative should be chosen in each group who is going to

answer the questions from the foreign (played by teacher) and report the group’s plan to the class

and exchange ideas with other groups and the teacher.

Step 3 Role play (optional)

Your foreign friend spends the New Year with your family. Practice with your partner

conversations between you and the foreigner, take turns to be the foreigner.

Step 4 Write a paragraph

Write a paragraph describing Chinese New Year Traditions. Use some of the expressions you

have learned.

Step 5 Show each other your writing

Put you texts on the wall and walk around the class to read other students’ writings. If you

have anything you don’t understand, ask the writer what it means. Which parts do you like best in

other students’ writings.

Or the students can exchange their papers to read and check if there is anything they think

that are good or if there is any grammatical or lexical errors.

Step 6 Teacher summarizes

Section Five Extension and Cultural Tips

Part 1 Extension: Why do Chinese people love red color?

The text mainly explains why Chinese people love the color red. Chinese people are

fascinated by the color of red not only because of its intoxicating liveliness, but also because of its

rich meaning in Chinese culture and history. Red is the color of the lucky, signifying reunion,

health, happiness, harmony, peace and prosperity.

Step 1 let the students read the text and finish the vocabulary check exercise

1) intoxicating: making you feel happy, excited, and unable to think clearly

2) thoroughgoing: very thorough, complete

3) dignity: quality that earns or deserves respect

4) adore: to love deeply and respect highly

5) eternal: having no end, lasting or existing for ever.

6) paste: to stick something to something else using glue

7) cozy: comfortable and warm

8) strew: to spread here and there

Step 2 ask several students to read the text aloud and ask them to work in small groups to

discuss the questions in the second exercise. At last, invite some students to report their

answers to the whole class

1) Why do Chinese people love the red color?

2) What does the red color stand for in Chinese culture?

3) What is the best way to feel China Red?

4) What color is popular for the wedding dresses in Western countries?

5) How do western people like the red color?

Step 3 language points illumination

Ask students to list and illuminate the new words and complicated sentences which they

think are important. The teacher is supposed to give help and guide where necessary.

Step 4 open questions

1. As a Chinese, do you like the red color? Why or why not?

2. Do you happen to know the symbol color of any countries? If there are, could you tell us?

3. What color is your favorite? Why? Do you know what does it symbolize?

Part 2 culture tips

Step 1 read the short passage

There are many customs and traditions related to the Chinese New Year. This short passage

introduces some don’ts which are believed to signify bad luck for the new year. Ask students to

read the passage. Then ask for their opinions on the points listed in the passage.

Step 2 additional questions

Should or should not we do the following things at the New Year?

1. On the stroke of midnight on New Year's Eve, every door in the house, and even windows,

have to be open to allow the old year to go out. (yes)

2. Clean the house on the New Year's Day. (no)

3. Lend money to someone on the day. (no)

4. Tell ghost stories. (no)

5. Children and unmarried friends, as well as close relatives are given lai see, little red

envelopes with crisp one-dollar bills inserted, for good fortune. (yes)

6. After New Year's Day, the floors may be swept. All dirt and rubbish must be taken out the

back door. (yes)

7. Decorate the living rooms with a candy tray with eight varieties of dried sweet fruit. (yes)

8. Greet anyone in their bedroom on the New Year’s day. (no)

9. Use knives or scissor on the day. (no)

10. Wash your hair on the day. (no)

11. The sons-in-laws pay respect to their parents-in-law on the third and fourth days during

the New Year. (yes)

12. On the sixth to the 10th day, we visit their relatives and friends freely. (yes)