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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： 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 intercultural communication, its history of the development. 3. To raise students’ awareness of the importance of politeness and appropriateness in intercultural communication. 8学时 授课类型： ■ 理论、实践课 教学重点： 1. The meaning of intercultural communication, its history of the development. 2. T he importance of politeness and appropriateness in 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.
教学内容及过程 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 learning the culture is like learning how to drive a car by studying a driver’s 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?. 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 question what is culture?. III. What is culture? 1. Ask the students to find out the different meanings of culture in the 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 acquired Culture is shared and transmitted Culture ranks what is important Cultures furnishes attitudes Culture dictates how to behave 5. 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 Practice Case 1 Read the material and present your idea to the classmates: 1. What remarks made by Wang shortly after Lisa’s arrival seemed to surprise
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her? How did she react? 2. Did Lisa think the meal unusual? Case 2 Discuss the reading material and present the opinion of your group to the others. V. Further reading 1. 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 Communication 1. Analyze the word formation intercultural. 2. Ask the students what their first feelings 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 of culture completely. 补充资料 International Business Etiquette and Manners ：Appearance Business 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 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 summers 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 formality 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 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：
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跨文化交际 课程教案
授课题目：Unit 2 Cultural Differences in Daily Interactivities 教学时数： 教学目的、要求： 1. To get to know the 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 making a visit and parting under the Chinese culture and the target culture. 10学时 授课类型： ■ 理论、实践课 教学重点： 1. The differences of addressing people under the Chinese culture and the target culture 2. The miscommunication when making greeting during the intercultural communication. 教学难点： The miscommunication when making greeting during 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.
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教学内容及过程 教学内容与教学设计： Teaching Procedures: Greeting I. Warm-up Questions When in Rome, do as the Romans do. One man’s meat is another man’s 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 What 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 When in Different Cultures 1. 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 and 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 Practice Read the material and act it out in class.: . V. Further reading 1. Analyze why the narrator was facing a dilemma and list the reasons as a presentation. 2. Discuss the importance of collectivist. Addressing I. Presentation 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 differences of addressing in China and the west.
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