1、 跨文化交际 课程教案（对应教材是：浙江大学出版社，郑晓泉主编）授课题目：Unit 1 Understanding Culture and Intercultural Communication教学时数： 8 学时 授课类型： 理论、实践课教学目的、要求：1. To get a general idea of the concepts of “culture”, “cultural difference”, “communication” and “intercultural communication”；2. To understand the meaning of intercultura
2、l communication, its history of the development. 3. To raise students awareness of the importance of politeness and appropriateness in intercultural communication.教学重点：1. The meaning of intercultural communication, its history of the development.2. T he importance of politeness and appropriateness i
3、n intercultural communication.3. T he concepts of “culture.教学难点：The concepts of “culture”. 教学方法和手段：主要采用交际法，任务法和讲授法的结合，既重视形式和结构，更要重视内容和功能，培养学生的能力要兼顾语言形式、结构及语言表达的内容 与功能。在具体教学方法上不拘一格，灵活多样。 交际练习主要为引导学生分 role-play 和 presentation 等活动达到练习的目的；整体把握上结合使用归纳法和演绎法，既可在归纳中演绎，又可在演绎 之后再归纳；坚持教师为主导，学生为主体，充分调动学生学习的积极性和
4、主动性。 1参考资料：1. CCTV “希望英语”节目.2.跨文化交际, 顾曰国，外语教学与研究出版社，1997 年.3. 跨文化商务沟通案例教程，庄恩平，上海外语教育出版社， 2004.教学内容及过程 旁批2教学内容与教学设计：Teaching Procedures:I. Warm-up Questions Human beings draw close to one another by their common nature, but habits and customs keep them apart. Studying a second language without learni
5、ng the culture is like learning how to drive a car by studying a drivers manual and never getting behind a steering wheel.1. Ask the students to read the above two proverbs and try to guess who said them.2. Have them think over the question What conclusions do you draw from the above two proverbs?.I
6、I. Pre-reading 1. Have the students read the reading material.2. Ask them to find out the main points.3. Ask them to list the cultural differences in it.4. Let them think over the question what is culture?.III. What is culture?1. Ask the students to find out the different meanings of culture in the
7、form of presentation.2. Discuss how people get to learn culture.3. Discuss how to confront different culture, and what right attitudes are.4. Summarize the characteristics of culture:Culture is holistic Culture is coherent Culture is constantly changeable Culture is learned and acquiredCulture is sh
8、ared and transmitted Culture ranks what is important Cultures furnishes attitudes Culture dictates how to behave5. Ask them to provide a example for each of the above characteristic.6. Study the essence of culture shock.7. Discuss the characteristics of each stage of culture shock.IV. Case for Pract
9、iceCase 1Read the material and present your idea to the classmates:1. What remarks made by Wang shortly after Lisas arrival seemed to surprise her? How did she react?2. Did Lisa think the meal unusual?Case 2Discuss the reading material and present the opinion of your group to the others.3V. Further
10、reading1. Read and discuss what is individualism and collectivism? Is their definition different from that of China?2. Analyze the importance and implications of culture and context.VI. Intercultural Communication1. Analyze the word formation intercultural.2. Ask the students what their first feelin
11、gs are about intercultural communication.3. Summarize the elements that affect intercultural communication.4. Master the ways that help us to become intercultural.5. Have them practice Case 1 and Case 2 and present their understanding.VII. Assignments：1. Ex (pp. 22- 24)2. Understand the main points
12、of culture completely.补充资料International Business Etiquette and Manners ：AppearanceBusiness suit and tie are appropriate in all major cities. Wear dark colored business suits in classic colors of gray and navy. For an important formal meeting, choose a white dress shirt, for less formal a light blue
13、shirt will still give you a conservative appearance. Women should wear a suit or dress with jacket in major cities. Wearing classic clothing and classic colors of navy, gray, ivory, and white will ensure you give a confident and conservative appearance. Rural areas and areas with extremely warm summ
14、ers have more informal wardrobe requirements.Women may wear a business dress, or skirt and blouse, in rural areas.Men may conduct business without wearing a jacket and/or tie in rural areas. The formality of a meeting, even in rural areas, may dictate a sports jacket and tie for men. The same formal
15、ity will require a woman to wear a dress, possibly with a jacket. Casual clothing is appropriate when not attending a work related meeting/dinner. Building a casual wardrobe using classic lines and colors (navy, gray, camel, ivory and white) will give you a look that is stylish and professional even
16、 when you are relaxing. Clothing, whether formal or casual, should be clean and neat in appearance.Men may generally wear jeans or khaki pants with a shirt for casual attire.课后小结：跨文化交际 课程教案授课题目：Unit 2 Cultural Differences in Daily Interactivities4教学时数： 10 学时 授课类型： 理论、实践课教学目的、要求：1. To get to know the
17、 differences of addressing people under the Chinese culture and the target culture;2. To get to know how to avoid the miscommunication when making greeting during the intercultural communication;3. To get to know that some conversation topics shall be avoided;4. To get to know the differences of mak
18、ing a visit and parting under the Chinese culture and the target culture.教学重点：1. The differences of addressing people under the Chinese culture and the target culture2. The miscommunication when making greeting during the intercultural communication.教学难点：The miscommunication when making greeting dur
19、ing the intercultural communication 教学方法和手段：主要采用交际法，任务法和讲授法的结合，既重视形式和结构，更要重视内容和功能，培养学生的能力要兼顾语言形式、结构及语言表达的内容 与功能。在具体教学方法上不拘一格，灵活多样。 交际练习主要为引导学生分 role-play 和 presentation 等活动达到练习的目的；整体把握上结合使用归纳法和演绎法，既可在归纳中演绎，又可在演绎 之后再归纳；坚持教师为主导，学生为主体，充分调动学生学习的积极性和主动性。 参考资料：1. CCTV “希望英语”节目；2.跨文化交际, 顾曰国，外语教学与研究出版社，1997
20、 年.3. 跨文化商务沟通案例教程，庄恩平，上海外语教育出版社， 2004.教学内容及过程 旁批5教学内容与教学设计：Teaching Procedures:GreetingI. Warm-up Questions When in Rome, do as the Romans do.One mans meat is another mans poison.1. Ask the students to read the above two proverbs and try to guess who said them.2. Have them think over the question Wh
21、at conclusions do you draw from the above two proverbs?II. Pre-reading 1. Have the students read the reading material.2. Ask them to find out the main points.3. Ask them to list the cultural differences in it.4. Let them think over the relation between hospitality and privacy.III. Greeting Carefully
22、 When in Different Cultures1. Ask the students to think over the question why people exchange greetings is roughly similar in different cultures?.2. Find out the words that people use to greet each other that are quite different from culture to culture.3. Discuss the functions of audible greetings a
23、nd physical greetings, and ask some students to write them down on the blackboard.4. Summarize the characteristics of greetings.5. Ask them to provide a example for each of the above characteristic.6. Study the essence of greeting.IV. Case for PracticeRead the material and act it out in class.:.V. F
24、urther reading1. Analyze why the narrator was facing a dilemma and list the reasons as a presentation.2. Discuss the importance of collectivist.Addressing I. PresentationII. Pre-reading 1. Have the students read the reading material.2. Ask them to find out the main points.3. Ask them to list the dif
25、ferences of addressing in China and the west.III. Ways of addressing 1. Ask the students to find out the address forms in China.62. Find out the address forms in the west.3. Have the students to list them on the blackboard.4. Summarize the characteristics of the different forms of addressing between
26、 China and the west.IV. Case for PracticeRead the material and discuss the questions with your group members: Why did Linda White ask her students call her “Linda” or “Ms. Jones”, but not “Teacher”? Why did Zhang Nancy look confused?.V. Further reading1. Analyze the importance of power and rank.2. D
27、iscuss how rank and power influence the ways people address to each other.VI. Self-Study1. Visiting 2. Gift-GivingVII. Assignments：1. Ex (pp. 48- 50)2. Understand the main points of culture differences in daily interactivities.补充资料The Dos and Donts of Business ExpansionPlan your expansionDuring the
28、planning phase, ask yourself: What is the real demand for your products or services right now? What is the projected demand for them over the next two to five years? How big do you need to grow in order to meet that demand? Dont over-expandAs a rule of thumb, plan capacity based on a five-year proje
29、ction of demand and allow an additional 10% of capacity over and above that for periods of heavy demand or for partial down-time in any part of your business. More than this could be very risky and leave a business with overheads it cant cope with.Develop a Project Management Schedule for the expans
30、ionThis may sound self-evident, but many businesses expand without treating the expansion like a project one of the most significant it will ever undertake.When drawing up a project management schedule: Identify key deliverables Attach dates to these deliverables Identify key responsibilities 课后小结：跨
31、文化交际 课程教案7授课题目：Unit 3 Cultural Differences in Social Value教学时数： 10 学时 授课类型： 理论、实践课教学目的、要求：1. To get to know the differences between Chinese and English compliments;2. To get to know the differences of the common response formulas of English and Chinese compliments;3. To get to know the differences o
32、f the common response formulas of English and Chinese compliments;4. To get to know how to avoid the miscommunication when making compliments during intercultural communication;5. To get to know the differences of gratitude and apology in English and Chinese;6. To get to know the similarities and di
33、fferences between the Chinese way and the American way of gifts giving and gifts receiving.教学重点：1. The differences between Chinese and English compliments2. The differences of gratitude and apology in English and Chinese教学难点：The differences of gratitude and apology in English and Chinese教学方法和手段：主要采用
34、交际法，任务法和讲授法的结合，既重视形式和结构，更要重视内容和功能，培养学生的能力要兼顾语言形式、结构及语言表达的内容 与功能。在具体教学方法上不拘一格，灵活多样。 交际练习主要为引导学生分 role-play 和 presentation 等活动达到练习的目的；整体把握上结合使用归纳法和演绎法，既可在归纳中演绎，又可在演绎 之后再归纳；坚持教师为主导，学生为主体，充分调动学生学习的积极性和主动性。 参考资料：1. CCTV “希望英语”节目；2.跨文化交际, 顾曰国，外语教学与研究出版社，1997 年.8教学内容及过程 旁批教学内容与教学设计：Teaching Procedures:Poli
35、tenessI. Warm-up Questions Every man to his tastes. Love makes the world go round 1. Ask the students to read the above two proverbs and try to guess who said them.2. Have them think over the question What conclusions do you draw from the above two proverbs.II. Pre-reading 1. Have the students read
36、the reading material.2. Ask them to find out the main points.3. Ask them to think over:What responses do you think the foreigners expect when they compliment the other people? What do you think they would feel when their compliments were denied by the Chinese? III. Greeting Carefully When in Differe
37、nt Cultures1. Ask the students to find out the suitable responses for compliments and why they are suitable.2. Ask the students to find out the suitable responses for apologies and why they are suitable.3. Ask the students to find out the suitable responses for thanks and why they are suitable.4. Di
38、scuss other differences in politeness between Chinese and English.IV. Case for PracticeRead the material and discuss the three questions (p. 57) with your group members and then present them in front of the class.V. Further reading1. Analyze the development of the different communication styles in C
39、hina and the west.2. Discuss the importance of collectivist.FriendshipI. PresentationII. Pre-reading 1. Have the students read the reading material.2. Ask them to find out the main points.3. Ask them to list the different attitudes toward friendship in China and the 9west.III. Ways of addressing 1.
40、Ask the students to find out what people expect to get from friendship in China.2. Ask the students to find out what people expect to get from friendship in the west.3. Have the students to list them on the blackboard and draw some conclusions from them.4. Let them make a research into hospitality,
41、privacy and distance, and present them in different groups.IV. Case for PracticeRead the material and discuss the questions with your group members: Why did Yang Ruifang think the relationship was developing well? From this case what do you think Australians and other Westerners expect from their fr
42、iends? Give advice to Cathy and to Yang Ruifang to help them restore their friendship? V. Further reading1. Analyze the different forms of Chinese hospitality.2. Discuss how peoples attitudes are different in hospitalityVI. Self-Study5. Family relationship. 6. EducationVII. Assignments：1. Ex (pp. 76
43、- 78)2. Understand the main points of culture differences in social values.补充资料请你想一想，在与人初次谋面的时候，我们需要注意哪些问题呢？ 1. 目光交流：要和对方有一个目光交流，而不应该左顾右盼。 2. 称谓的选择和使用：一般情况下，在商务活动中，有两套称谓方法，第一种就是称对方为某某先生、某某女士，这也是最为稳妥和最为普遍的一种称谓方式；第二种我们可以称呼他的职务。 3. 互换名片：要双手拿出自己的名片，这时候有一个停顿，要注意将名片的方向调整到最适合对方观看的位置，再双手递过去。双手接过对方的名片，要简单地看一
44、下上面的内容，既不要把它直接放在兜里或放在其他位置根本不看，也不要长时间地拿在手里不停地摆弄，而应该把名片放在专用的名片夹中，尽量避免把名片放在口袋中，或者放在其他的位置。 4. 其他注意事项：社交场所是禁止吸烟，禁止大声喧哗的，要注意音量的控制。课后小结：10跨文化交际 课程教案授课题目：Unit 4 Cultural Differences in Social Value Connotative Meaning教学时数： 10 学时 授课类型： 理论、实践课教学目的、要求：1. To get to know the differences of some culture loaded wo
45、rds such as dragon, phoenix, giant in the Chinese and English culture;2. To get to know the differences of some color words in the Chinese and English culture;3. To get to know the taboos in Chinese and English culture;4. To get to know the differences in cultural thought patterns under the Chinese
46、culture and the target 教学重点：1. The differences of some culture loaded words 2. The taboos in Chinese and English culture教学难点：The differences in cultural thought patterns教学方法和手段：主要采用交际法，任务法和讲授法的结合，既重视形式和结构，更要重视内容和功能，培养学生的能力要兼顾语言形式、结构及语言表达的内容 与功能。在具体教学方法上不拘一格，灵活多样。 交际练习主要为引导学生分 role-play 和 presentatio
47、n 等活动达到练习的目的；整体把握上结合使用归纳法和演绎法，既可在归纳中演绎，又可在演绎 之后再归纳；坚持教师为主导，学生为主体，充分调动学生学习的积极性和主动性。 参考资料：1. CCTV “希望英语”节目；2.跨文化交际顾曰国，外语教学与研究出版社，1997 年.3. 跨文化商务沟通案例教程，庄恩平，上海外语教育出版社， 2004.11教学内容及过程 旁批教学内容与教学设计：Teaching Procedures:ColorI. Warm-up Questions No one when he uses a word has in main exactly the same thing t
48、hat another has, and the difference, however tiny, sends its tremors throughout language. The limits of my language are the limits of my world.1. Ask the students to read the above two proverbs and try to guess who said them.2. Have them think over the question What conclusions do you draw from the
49、above two proverbs.II. Pre-reading 1. Have the students read the reading material.2. Ask them to find out the main points.3. Ask them to think over: why different cultures have different symbols for similar colors?III. Same Color in Different Cultures1. Ask the students to find out peoples same feeling toward the same colors.2. Ask the students to find out the peoples different feelings toward the same colors, and try to find out the reasons.3. Ask the students to summarize the elements that affect peoples cognition into color.I
