Cultural Differences in Speech Act 优质课件
Differences In Speech Acts Between China and English-speaking Countries-精选文档
Differences In Speech Acts Between China and English-speaking Countries:As relationships between people differ greatly owing to various cultures, cross-cultural communication is very difficult. Many factors cause these differences, one of which is language. Since the differences exist between Chinese and western cultures, the expressing ways, even the meanings words vary in different degrees from country to country. For instance, people in English-speaking countries like to speak in more frankly way comparing with Chinese. But Chinese prefer to say in a mild tone. So I list several differences in cross-cultural communication by comparing them between Chinese and people inEnglish-speaking countries.As speech acts and speaking rules change with the different culture, there are great differences incross-culture between China and English-speaking countries. In appellation, expressing thanks and apology, compliments, people in different countries have their own ways of expressions.1 Differences in appellationIn China, people never call names of the elders, their teachers or parents directly. If they do so, they will be considered to be impolite. This is Chinese tradition to show respect to the elders. But people in English-speaking countries show their close relationship in different way.Generally saying, Chinese has appellation with clear meaning, while English-speaking people have indistinct appellation. For example, Chinese calls brothers of mother “舅舅”; younger brothers of father“叔叔”; or older brothers of father “伯伯”, while people inEnglish-speaking countries calls brothers of their parents “uncle”. Chinese calls sisters of mother “姨”; sisters of father “姑姑”, but in English, “aunt” ref ers sisters of parents. Chinese calls mother’s mother “姥姥”; father’s mother“奶奶”, in English, “grandmother” means mother of parents. Chinese calls mother’sfather“姥爷”; father’s father “爷爷”, in English, “grandfather” includes both. From these examples, you can see part of differences in appellation between different nations.Additionally, Chinese children call parents’ friends or colleagues“叔叔”“阿姨”, children inEnglish-speaking countries seldom or never do that. People in English-speaking countries let their children call colleagues or people of the same status “Sir” “Madam”. People in English-speaking countries have a tradition to form “small family”. After growing up, children leave their parents and form their own families. But Chinese has the tradition of living together and so large family draws more attention. Chinese care so much for the relationship between relatives that they like to call those who are not family relatives in this way, while people inEnglish-speaking countries are different.2 Differences in greetingsWhen meeting on the way, people always greet to each other, it is the common ceremony of the whole world. In this way, people keep the relationship between each other and express their care for others. But different countries have various cultures, which can be embodied in the content, words and ways of greetings.It is common for Chinese to say “Do you have lunch? (你吃过饭了吗)?” or “Where are you going?(你去哪儿?)” However, if you say so to a person in English-speaking countries, you will be misunderstood. There is a joke aboutit. One day, an interpreter accompanied several American correspondents to visit a craftsman in Shandong province, China. When entering a courtyard, the host said: “Do you have lunch? (吃饭了吗)?” And the interp reter translated it word by word to the foreigners, who were dumbstruck. They looked at their watches, then turned to the interpreter with puzzled expressions. It was just half past three, and they had no entertainment, why did the host say that? This mistake was caused by the cultural differences. In English-speaking countries, unless they want to invite you to have dinner with them, they will not ask whether you have dinner or not. But Chinese do not know this. Of course, you also can not speak “where are you going? (你去哪儿了?)” to a foreigner. If you say so, they will think you want to interfere in their private matters; if not, why you ask their destinations. When facing this condition, they will give you no reply or even say unhappily that: “It is none of your business!”Now maybe you wonder how the people in theEnglish-speaking countries greet each other. They usually use “How are you?” or simply “Hi!” Sometimes, they say: “It is a fine weather today!” or “It is a terribleweather today, isn’t it?” but they do not really want to talk about weather with you, it is just greetings. Sometimes, they say: “How is everything?” or “How is your family?” Yet you need not report things about you and your family to him. Saying so is just as a form to show his concern to you or your family.In addition to these, Chinese also have greetings like “Coming back? (回来了?)” “Going out? (出去呀?)”“Playing basketball?(打球呢?)”. People in English-speaking countries do not understand why Chinese say nonsense like these. Now that you know well, why you ask? But Chinese accept it as commonplace.3 Differences in expressing thanksExpressing thanks is a way to keep and improve the relationship in communication and is the common formality all over the world. In this way, you can see somebody’s politeness and the good education. When others do you a favor, whether it is great or trivial, you should express your thanks. In every country, the tradition is the same but the ways and the content of expressing thanks are different under various cultural backgrounds.People in English-speaking countries thank everyonewho helps them, including their relatives, good friends, parents, or even children. The expressions usually are as follows:Thanks.Many thanks.Thanks a lot.Thank you very much.Thank you very much indeed.I really do not know how to thank you enough.The tone of expressing thanks is gradually strong. What is worthy of our attention is that people inEnglish-speaking countries express their thanks by using the most suitable words. If they can express in one sentence, they do not use two. They do not change ordinary thanks to particular thanks. Because they know excessive thanks make others uncomfortable and meanwhile, you will give others the impression of dishonesty.However, Chinese seldom express thanks to people who have close relationship with them, such as good friends, parents and children. Sometimes, they show their thanks in this way, saying “Are you tired? (你累了吧?)”“You have been working hard! (辛苦了!)” “Please have a rest!(快歇歇吧!)” in which there is no such word “Thanks (谢)”. If they do say “Thanks(谢)”,people will feel their relationship is not so close. Moreover, in Chinese tradition, it is the duty for subordinates and younger generations to offer services to the superiors and the elders. So expressing thanks is unnecessary. Though China has long been known as the “land of ceremony and propriety”, asking young people to offer free services is not as good as people in English-speaking countries do.4 Differences in making apologiesPeople all over the world lay emphasis on the function of making apologies. In communication, when offending, disturbing, damaging, hurting, or troubling others takes place, people always use an apology to make up for the mistake. By making an apology, people can mediate the conflicts and remove the misunderstanding between people. For these reasons, both Chinese and people inEnglish-speaking countries give it more attention, but their ways to make it are different.People in English-speaking countries always adopt the following to express their apologies:Excuse me.Will you excuse me for a few minutes?Excuse me for smoking here.I am sorry.Sorry about that.Sorry for not phoning you.I am very /so /terribly /awfully /extremely sorry for that.I cannot tell you how sorry I am.This kind of apologies is for showing regret for something or doing something. In this situation, you should explain you have done that unintentionally.I beg your pardon.Pardon me.Pardon me for sneezing.I do beg your pardon for the mess I have made.A thousand pardons for taking up so much of your time.Please forgive me.Please forgive my carelessness.Please forgive me for having lost your book.This kind of apologies expresses your intention to ask for the forgiveness from the other.I apologize.I must apologize for my rudeness /fault /mistakes, etc.I must beg to apologize for the delay.I have got to apologize for troubling you so much.I must take an apology for loosing my temper.May I offer you my profoundest apologies?May I offer you my sincerest apologies for the wrongs I have done you.This kind is the more formal group. The first kind is used most often by people who apologize for the triviality. When the matter is serious, people choose the last two groups to show their sincerity.But in Chinese, there are no detailed expressions for saying apologies. If they make a mistake, they just apologize in an honest way. Besides, Chinese is a people who value their faces very much, so they often make an apology in round about way, for they can not only remedy their misdoings but also save faces. In China, it is easy to understand.5 Differences in answering complimentsPeople use compliments to solid the relationship between them in communication. Though both Chinese and people in English-speaking countries compliment othersalmost in the same ways and in the same occasions, the differences in answering compliments do exist.By and large, as Chinese is a people with modesty, they incline to accept in an indirect way or refuse compliments in communication, especially in public occasions. For example, two females have not seen each other for a long time, when they meet again:Female 1: Sister Xiaoli, you are still as young as before. (丽姐,你还是那样年轻,那样漂亮,一点儿也没变样。
UnderstandingCulturalDifferences102页全书电子教案完整版课件
Unit 1 Understanding Cultural Differences
Section 1 More Things to Do
Activity 1 Read More About Understanding Cultural Differences
Hospitality In the west, when a guest is invited to
dinner, he or she should arrive on time. Otherwise you should call in advance to inform your host or hostess of the delay. During a dinner conversation, it’s customary to compliment the hostess on thewonderful meal. But when being praised, an American hostess would say, “Oh, I’m so glad you like it. I cooked it especially for you!” While the Chinese host or hostess would instead apologize for not giving the guests anything decent to eat although there may be more than
Section 1 More Things to Do
Hospitality
At the dinner table: Westerners tend to arrive on time
Cultural;differences教案
Cultural Differences 教案一、教学目标：1. 让学生了解和认识不同国家的文化差异。
2. 培养学生尊重和理解不同文化的态度。
3. 提高学生运用英语交流的能力。
二、教学内容：1. 不同国家的饮食习惯。
2. 不同国家的节日习俗。
3. 不同国家的交际礼仪。
三、教学重点与难点：1. 重点：不同国家的文化特点。
2. 难点：如何运用英语描述和交流文化差异。
四、教学方法：1. 任务型教学法：通过小组讨论、角色扮演等活动，让学生在实践中学习和运用语言。
2. 交际法：通过模拟真实场景，培养学生运用英语进行交际的能力。
五、教学步骤：1. 导入：教师展示不同国家的图片，引导学生谈论各自了解的文化差异。
2. 新课内容：教师介绍不同国家的饮食习惯、节日习俗和交际礼仪。
3. 小组讨论：学生分组讨论，分享自己了解的文化差异，并尝试用英语表达。
4. 角色扮演：学生分组进行角色扮演，模拟真实场景，运用英语交流文化差异。
5. 总结与反思：教师引导学生总结所学内容，并鼓励学生在日常生活中尊重和理解不同文化。
6. 作业布置：让学生课后调查一种自己感兴趣的文化差异，下节课分享。
六、教学评估：1. 课堂参与度：观察学生在小组讨论和角色扮演中的参与情况，评估他们的积极性。
2. 语言运用能力：评估学生在描述和交流文化差异时的语言准确性、流畅性。
3. 作业完成情况：评估学生课后调查的文化差异报告的质量。
七、教学拓展：1. 组织一次文化差异主题的班级活动，如文化展览、美食分享等。
2. 邀请外国学生或文化专家进行讲座，分享他们的文化体验和观察。
3. 安排学生参观博物馆或文化遗址，加深对不同文化的理解。
八、教学反馈：1. 课后收集学生对课程的反馈，了解他们的学习体验和建议。
2. 分析学生在角色扮演和作业中的表现，为后续教学提供参考。
3. 根据学生的反馈和表现，调整教学内容和方法，以提高教学效果。
九、教学资源：1. 教材：选用涵盖文化差异的英语教材，如《英语与文化》、《跨文化交流》等。
Cultural Differences in Speech Act
2. Invitation in different cultures
Invitation is a common practice in any society and groups. But how to invite and how to respond can be very different in different cultures. Different cultures have different norms and expectations for the speech act of invitation. This speech act is greatly influenced by the factors of social relationship, roles, age, gender, occupation, setting and other cultural elements. see page 343 the chart for the differences in China and the USA. different purposes (instrumental and emotional) different customs ( unexpected, without appointment) different inviting strategies ( true and false invitation) see p.345 different process of negotiation(协同)
I. Speech act theory
This is the first major theory in the study of language in use, which originated with the Oxford philosopher John Langshaw Austin. Austin’s first shot at the theory is the claim that there are two types of sentences: performatives and constatives. He argues that sentences like the following do not describe things. They can not be said to be true or false. The uttering of these sentences is , or a part of, the doing of an action. So they are called PERFORMATIVES. And verbs like NAME are called performative verbs.
Cultural;differences教案
Cultural Differences 教案一、教学目标：1. 让学生了解和认识不同国家的文化差异。
2. 提高学生对文化多样性的尊重和包容。
3. 培养学生运用英语进行跨文化交流的能力。
二、教学内容：1. 不同国家的饮食习惯。
2. 不同国家的节日习俗。
3. 不同国家的礼仪规范。
4. 不同国家的人生观念。
5. 跨文化交流的技巧。
三、教学重点与难点：1. 重点：让学生了解和认识不同国家的文化差异。
2. 难点：培养学生运用英语进行跨文化交流的能力。
四、教学方法：1. 任务型教学法：通过小组讨论、角色扮演等活动，让学生在实际操作中学会运用英语表达自己的观点。
2. 情景教学法：创设真实的跨文化交际情境，让学生在轻松的氛围中学习。
3. 互动式教学法：鼓励学生积极参与课堂活动，提高学生的课堂参与度。
五、教学步骤：1. 导入：教师展示不同国家的图片，引导学生谈论各自对图片的观察和感受。
2. 新课内容：教师讲解不同国家的饮食习惯、节日习俗、礼仪规范、人生观念等，让学生了解文化差异。
3. 课堂活动：学生分组讨论，每组选择一个话题，用英语进行汇报。
4. 角色扮演：学生分组进行角色扮演，模拟跨文化交流场景，锻炼运用英语进行交流的能力。
5. 总结与反思：教师引导学生总结课堂所学，鼓励学生在日常生活中多关注和尊重文化差异。
教学评价：1. 课堂参与度：观察学生在课堂活动中的积极参与程度。
2. 口语表达能力：评估学生在角色扮演中的英语口语表达能力。
3. 跨文化交际能力：评价学生在讨论和汇报中展现的跨文化交流能力。
六、教学拓展：1. 组织学生参观博物馆或文化展览，加深对不同文化的了解。
2. 邀请外国专家或留学生来课堂分享他们的文化经验。
3. 开展文化主题的课外活动，如烹饪课程、手工艺制作等。
七、教学资源：1. 教材：选择适合学生水平的英语教材，如《Cross-Cultural Communication》。
2. 多媒体资源：利用PPT、视频、音频等资源，丰富课堂教学。
lecture 8 Cultural Differences in Social Activities language and Culture 语言与文化 教学课件
2020/7/3
Indirect ways of expressing "no" across cultures
• (1) Being silent or showing a lack of enthusiasm. In many cultures in the world, being silent is a way of refusing an offer or an invitation or of giving an answer.
• An American hostess will offer more food usually only once, but in many parts of the Arab world and in China one doesn’t accept food the first or second time it is offered.
•
a. -- How do you like this book?
•
-- It's good but I prefer ...
•
b. -- Mary, can you help with the
cooking?
• 2020/7/3
-- Susan can do it better.
• (3) Postponement (delaying answers). Often in response to a request to perform something or to an invitation, "no" is indicated by postponement.
• But the big problem for people unfamiliar with these cultures is that silence may mean many other things such as consent, or contempt, or even
基于英语核心素养的高中英语阅读课课例探析以译林版《英语》Module
基本内容
在评估方式方面，教师可以采用以下方式： 1、考试：通过书面或口头的形式，考查学生对本节课所学内容的掌握情况；
基本内容
2、测验：教师可以设置一些测验题目，例如选择题、填空题和简答题等，以 检验学生对课文的理解程度；
基本内容
3、作业：教师可以布置一些与本节课所学内容相关的作业，例如让学生介绍 自己喜欢的一种文化等，以提高学生的实际应用能力。
二、思维品质培养的重要性
二、思维品质培养的重要性
思维品质是指个体在思维活动中表现出的智力特征，包括思维的创造性、批 判性、灵活性、敏捷性和系统性等方面。高中英语阅读教学对于培养学生的思维 品质具有重要的促进作用。相关研究表明，通过有针对性的阅读教学，学生的思 维能力能够得到显著提高。同时，良好的思维品质也有助于学生更好地理解和掌 握英语知识，提高其跨文化交流的能力。
基本内容
2、词汇量：译林版高中英语教材的词汇量略显不足，可以增加一些学科术语 和日常生活中的词汇，帮助学生扩大词教材提供了丰富的阅读材料，难度适中，符合 学生的认知水平。同时，教材可以增加一些快速阅读和深度阅读的练习，提高学 生的阅读理解能力。
基本内容
基本内容
核心素养是指学生在接受教育过程中逐步形成的适应个人终身发展和社会发 展需要的必备品格和关键能力。在英语学科中，核心素养主要包括语言知识、语 言技能、学习策略、文化意识和自主学习等方面。思维可视化教学法是指运用图 示和关键词等手段将学习内容进行处理和呈现，帮助学生更好地理解和记忆知识， 发展思维能力。
基本内容
基本内容
英语学科核心素养是指学生在英语学习过程中所培养的关键能力和品质，包 括语言知识、语言技能、学习策略、文化意识和自主学习等方面。这些核心素养 的培育对于学生未来的发展和适应社会具有重要意义。本次演示将以牛津高中英 语教材模块8为例，探讨译林版高中英语教材的评估，并提出一些启示和建议。
Cultural;differences教案
Cultural Differences 教案一、教学目标：1. 知识目标：让学生了解和认识不同国家的文化差异。
让学生掌握基本的跨文化交流技巧。
2. 技能目标：培养学生能够观察和分析文化差异的能力。
培养学生能够运用跨文化交流技巧解决问题的能力。
3. 情感目标：培养学生尊重和理解不同文化的态度。
培养学生热爱自己的文化，并为世界文化的多样性做出贡献的意愿。
二、教学重点与难点：重点：不同国家的文化特点。
跨文化交流技巧。
难点：分析文化差异的能力。
运用跨文化交流技巧解决问题的能力。
三、教学方法：1. 讲授法：讲解文化差异的基本概念和跨文化交流技巧。
2. 案例分析法：分析具体的文化差异案例，引导学生深入理解。
3. 小组讨论法：分组讨论，培养学生交流和合作的能力。
4. 角色扮演法：模拟跨文化交流场景，培养学生实际操作能力。
四、教学准备：1. 教材：Cultural Differences 相关教材或资料。
2. 课件：制作与文化差异和跨文化交流相关的课件。
3. 视频或图片：准备一些与文化差异相关的视频或图片素材。
五、教学过程：1. 导入：利用图片或视频素材，展示不同国家的文化场景，引发学生对文化差异的兴趣。
提出问题，引导学生思考文化差异的存在和重要性。
2. 讲解：利用课件，讲解文化差异的基本概念，如价值观、礼仪、沟通方式等。
介绍跨文化交流技巧，如倾听、尊重、适应等。
3. 案例分析：提供一些具体的文化差异案例，让学生分组讨论，分析案例中的文化差异和解决问题的方式。
4. 角色扮演：学生分组，模拟跨文化交流场景，运用所学的跨文化交流技巧进行角色扮演。
教师点评并指导，引导学生更好地理解和运用跨文化交流技巧。
强调尊重和理解不同文化的重要性，鼓励学生为世界文化的多样性做出贡献。
六、教学评估：1. 课堂参与度：观察学生在讨论、角色扮演等环节的积极参与程度和表现。
2. 小组讨论：评估学生在小组讨论中的交流和合作能力，以及对文化差异的理解程度。
高中英语新牛津译林版精品教案《Reading(2)：Cultural differences》
一、教学目标（一）知识教育目标：1. 复习阅读部分的文化差异；2. 复习阅读文章中的congratulate, celebrate, ensure, permit, prohibit, offence, adjust to,have trouble doing sth等新词和短语；3. 学习“be supposed to”“get accustomed to”和“be familiar with”和“it is funny doing sth.”四个短语的用法;4. 运用本课任一所学新词或短语来自由造句；5. 运用本课任一所学新词或短语来造和中国传统节日----中秋节相关的句子；5. 拓展中国传统文化节日，并使用所学新词和短语组成与中国传统节日相关的对话，并进行展示。
（二）能力培养目标：1. 通过运用本课任一所学新词或短语自由造句来训练学生的遣词造句能力；2. 通过展示与中国传统节日相关的对话训练学生的口语表达能力和合作能力。
3. 通过让同学们描写中国传统节日来训练同学们的写作能力。
（三）德育渗透目标：1. 通过鼓励学生用所学词汇介绍中国传统文化节日，宣扬中国文化，树立民族自豪感；2. 鼓励学生了解中国文化，自觉为中华民族的富强而努力。
二、教学重、难点1. 复习阅读文章中的新词语和句型；2. 学习“be supposed to”“get accustomed to”“be familiar with”“it is funny doing sth”等短语的用法;3. 使用新词、短语来造和中国传统节日相关的句子；连词成句，再把句子连成和中国传统节日相关的对话。
三、教学方法1. 情景导入法2. 讲授法3. 讨论法4. 合作法5. 探究法四、教学用具1. 黑板2. 多媒体课件五、教学过程Step 1:Presentation通过一个同学的展示，用熟悉的话题”你有多少fingers?”来激发兴趣，引导同学们回忆“文化差异”，进入“文化”这个主题。
Cultural Differences课件
strangers
• Power distance • Power in institutions and organizations
• small
• great
• Uncertainty avoidance index
• high
• low
• Masculinity
vs.
Femininity
Relationship of man Man subjugated to nature by nature Sense of time Past-oriented
activity
Being (who you’re) Growing Doing (action) (selfdevelopment)
Hierarchy group individual
• A tight social framework
Out group
Individualism vs. collectivism (Linell davis)
Attitudes and behaviors individualists collectivists
self
identity Communication Social value competition
I
Based on the individual Low context Speak your mind and tell the truth Less intimate with ingroups and less hostile to out-groups Value meeting new people
1) What is the character of innate human 2) 3) 4) 5)
大学英语跨文化交流省名师优质课赛课获奖课件市赛课一等奖课件
which image do you prefer? Which do you think are the images that most truly express how people feel about themselves and the world?
The Nature of Culture
1. The culture iceberg
Behaviour Traditions Artefacts – buildings, clothes, art etc.
What lies under the surface?
What lies under the surface?
cultural beliefs （e.g. how people should behave） cultural perceptions （e.g. which people are beautiful） cultural attitudes （e.g. which people are most
I______ W_____
The Nature of Culture: Culture is like...
G_____ S_____
DEFINITIONS OF ‘CULTURE’
According to The Concise Oxford Dictionary, culture is “the arts and other manifestations of human intellectual achievement regarded collectively”.
4. Defining Culture from the Intercultural Perspective
高二英语(文)《cultural differences》(课件)
3. People in Brunei celebrate the wedding by singing and dancing throughout the night .F 4. In the UK , people take off their shoes before entering someone’s house. F 5. There can be great cultural differences even between T people who speak the same language.
MS SUN
Lead-in
How do people greet each other?
In Thailand，people greet each other by putting their hands together and bowing slightly.
In South America， you can expect to be hugged when you meet someone.
√L14
please perform or describe these topics mentioned by Peter and Waled in the conversation. opening presents （打开礼物） pointing (指……) taking off shoes ( 脱鞋） Bonfire Night （篝火节） Wedding in Korea (韩国婚礼） Wedding in Brunei ( 文莱婚礼）
4. How do people in Brunei point ? Why? They use their thumb to point , because pointing with their first finger can cause offence. (Line 36)
chineseAmericanspeech中美跨文化交际演讲差异PPT参考课件
国决心打败恐怖分子和极端分子，我们要继续主动打击抗拒自由的敌 人。2008年，我们在国际社会中要继续同我们的合作夥伴一道，为我 们的后代奠定和平的基础。
2021/3/10
授课：XXX
代化建设，经济保持平稳较快发展，全面建设小康社会取得新进展。
只要各国人民戮力同心、同舟共济，我们一定能够战胜前进道路 上的各种困难和风险，在推动建设持久和平、共同繁荣的和谐世界的 征程上不断迈出新的步伐。
（2）美国 : Individualistic relationship 个体主义取向 在未来一年，我们要进一步鼓励经济增长，让美国人民有更多的
1.在社会研究中，政治意识形态是一组用来解释社会 应当如何运作的观念与原则，并且提供了某些社会秩 序的蓝图。 2.政治意识形态 指提出某种政治与文化计划作为参考的社会运动、机 构、阶级或大团体，他们的整体观念、原则、教条、 迷思或符号。它也可以是通常用来界定某个政党及其 orientation good but corruptible善良但趋于腐化 evil but perfectible邪恶但趋于完美
（1）中国 :Evil but perfectible 人性本善 和平、发展、合作是时代的呼唤，是各国人民共同利益之所在。
中国将继续恪守维护世界和平、促进共同发展的外交政策宗旨，坚持 独立自主的和平外交政策，始终不渝走和平发展道路，始终不渝奉行 互利共赢的开放战略，在和平共处五项原则的基础上发展同各国的友 好交往和互利合作，积极参与应对全球性问题的国际合作。
做人与做事（Being vs. Doing） （1）中国：Being做人
《文化差异》教学案
五、回归整体，渗透写法。
Write a short passage about cultural differences among the countries mentioned in the text.
在教师的指导下，四个小组的报告形式多样，生动活泼。有两人表演问候方式，让其余同学猜出国家名；有小组自己制作的PowerPoint课件介绍各国的不同的节日；还有English idioms的中文翻译比赛等。使得同学们对学习外国文化充满了热情，自然导入了新课主题。
本设计采用情景教学法，学生利用事先做好的道具及简洁的节日服装，把游戏表演出来，在此过程中学生亲身体验了西方人的节日。既激发了学生学习的主动性，活跃了课堂气氛，又启发了学生的思维，培养了学生学习英语的兴趣，增强了学生对语言的理解。
本设计也采用了探究合作的学习策略，教育心理学认为：合作是指集体中不同的个体为了共同的目标而协同活动。促使某种既有利于自己，又有利于他人的结果得以实现的过程。学生们在课前准备的过程中，充分利用网络寻找自己所需要的信息，并对信息进行了有效的整合，在此过程中，学生的自主探究能力得到培养。在表演环节的准备中，学生们也学会了分工合作。
教学重点：
学生如何运用阅读策略，促进自主学习。
教学难点：
怎样以文化的教学为依托，全面训练学生的听、说、读、写能力。
教学方法：
1.活动教学法：
在此节课中，我采用了活动教学法。
根据1998年澳大利亚ALL Guidelines( Scarino Angela, etal, 1998)一书所述，宏观的活动教学法认为“活动”是联结教学大纲与课堂教学的纽带，教师必须把活动作为教学大纲的指导思想有计划、有步骤地实施。
Cultural differences 教学设计(新).
Cultural differences 教学设计(新)高英吴江中学2007年12月22日Reading1．教材分析：本单元的话题是“文化差异”，涵盖的内容非常广泛。
这堂课是Reading的第一课时，主要任务是对文章进行理解和扩展，为下面的文化各种差异学习做好准备。
从课文内容来看，涉及到节日、送礼、婚礼、身体语言、颜色及各地风俗习惯等方面。
本篇文本的阅读理解并不困难，但有一定信息量要梳理。
教学重点一是应该完成文本基础阅读，同时进行适当扩展，让学生了解更多的文化差异的知识，由此形成初步的文化差异意识,对不同文化的认同和尊重。
同时作为一堂网络课，应培养学生网络运用能力。
2．学生分析：高二学生有基本的语言能力和基本的世界观和价值观。
对文化差异的了解还教模糊。
因此课文的理解和把握有助于拓展学生的视野，引发他们的思考。
同时多种阅读形式有助于提高他们的阅读技能。
他们较熟悉网络，所以可以引导他们到网络上寻找需要的信息。
Teaching aims:1.Help the students learn how to talk about cultural differences and customs.2.To get the students to understand the use of examples3.Finish the appointed tasks by cooperating.Important points and difficult points:1.Talk about cultural differences and understand the use of the examples.e the Internet to search for the useful informationTeaching approaches:Task-based approachCommunicative approachTeaching procedures:Step I: warming upCompare two different festivals: Christmas vs. Spring FestivalRead some material about ChristmasStep II: SkimmingGet the students to read the dialogue quickly to answer three questions.1.how many people are chatting together? Where are they from?2.What aspects of cultural differences are mentioned in the text?Step III: Careful readingStep IV Performance:invite some students to give some performances with cultural features,the rest of the students guess where they come from .(body language)Step V : Reading strategy: understanding the use of examplesReading Strategy: understanding the use of examplesThe text we read is a dialogue on cultural differences. So in this kind of text we should use examples to explain concepts and ideas.Sometimes we use examples to support arguments and sometimes used as interesting stories.1. Try to find out the sentences supporting the argument that there are differences as well as similarities between western weddings.2. Try to find out the example used as an interesting story about cultural misunderstanding.3.Read the dialogue carefully and try to find out the sentences explaining theconcept of cultural differences between English speakers from different countries.Step VI: Post reading1. Read the text aloud with the tape and then fill in each blank with the correct word Page 37,Textbook.2.Suppose you are going abroad to further your studies or go sightseeing, before setting off it’s important to know about cultural differences.Requirements:1) Form a group.2) Your nationality3) Decide your destination4) Assign the task:reporter, note-taker; information collector…(Each member should be involved) 5) Presentation(Give a report.)Tips:Surf the Internet to get the necessary information.Remember: When in Rome, do as the Romans do.Step VII Extensive task(Homework)As a student, what can you do to preserve our own culture in the process of globalization?。
文化差异教案英语初中
文化差异教案英语初中Introduction:Cultural differences play a significant role in our globalized world. It is essential for students to understand and appreciate these differences to foster effective communication and harmonious relationships with people from diverse backgrounds. This lesson aims to provide an overview of the cultural differences between Chinese and Western cultures, focusing on communication styles, social norms, and values.Objectives:1. To enhance students' awareness of cultural differences between Chinese and Western cultures.2. To enable students to identify and understand the impact of cultural differences on communication and relationships.3. To promote students' sensitivity and respect for diverse cultures.Materials:1. Handout: Cultural Differences between Chinese and Western Cultures2. Multimedia presentationProcedure:1. Introduction (5 minutes)a. Begin the lesson by asking students to share their experiences or observations about cultural differences they have encountered.b. Introduce the objectives of the lesson and emphasize the importance of understanding and respecting different cultures.2. Presentation (15 minutes)a. Present a multimedia presentation or use visual aids to highlight the cultural differences between Chinese and Western cultures.b. Discuss the following aspects:- Communication styles: Directness vs. indirectness, face-saving techniques- Social norms: Personal space, punctuality, gift-giving- Values: Individualism vs. collectivism, hierarchy and respect for authority3. Group Discussion (15 minutes)a. Divide students into small groups and provide them with the handout: Cultural Differences between Chinese and Western Cultures.b. Instruct each group to analyze the given scenarios and identify the cultural differences that led to misunderstandings or conflicts.c. Encourage students to share their findings and discuss the impact of these cultural differences on communication and relationships.4. Role-Play (20 minutes)a. Assign students to扮演 different cultural backgrounds (e.g., Chinese, Western) and create a short role-play scenario that demonstrates a cultural misunderstanding.b. Allow students to practice their role-play and encourage them to actively engage in discussing the cultural differences and their effects on communication.c. Provide feedback and guidance to help students improve their understanding and sensitivity towards different cultures.5. Reflection and Conclusion (10 minutes)a. Ask students to reflect on the lesson and share their thoughts on the importance of understanding cultural differences.b. Summarize the key points discussed and emphasize the significance of embracing cultural diversity.c. Encourage students to continue exploring and learning about different cultures to enhance their intercultural communication skills.Assessment:1. Group Discussion Participation: Evaluate students' active participation, understanding, and sensitivity towards cultural differences.2. Role-Play Performance: Assess students' ability to demonstrate their understanding of cultural differences through a role-play scenario.Note: This lesson can be further expanded to include additional cultural aspects, such as family structures, education systems, and religious beliefs, depending on the time available and the students' prior knowledge.。
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forms of addressing; invitation; refusal; greeting request” in different cultures especially in China and the USA.
Third, most occupational titles can be used as address terms in Chinese, but their English equivalents are not necessarily used in the same manner
1. Forms of address in different cultures
Address behavior has great social and cultural implicatures. It symbolizes power and solidarity. Forms of address depend on culture, society, religion, age and gender.
Cultural Differences in Speech Act
What is Speech Act?
Actions performed via utterances are generally called speech acts. Words can not only say things, but also do things.
I. Speech act theory
This is the first major theory in the study of language in use, which originated with the Oxford philosopher John Langshaw Austin. Austin’s first shot at the theory is the claim that there are two types of sentences: performatives and constatives. He argues that sentences like the following do not describe things. They can not be said to be true or false. The uttering of these sentences is , or a part of, the doing of an action. So they are called PERFORMATIVES. And verbs like NAME are called performative verbs.
Felicity conditions
( simplified version suggested by Austin is as follows) i) There must be a relevant conventional procedure’
and ii) the relevant participants and circumstances must
First, a Chinese proper name is arranged in the order of surname plus given name. An English proper name, however, is arranged in reverse order.
Second, some Chinese kinship terms have extended and generalized usage, i.e. kinship terms are not only used within one’s own family, but also to other people.
be appropriate. The procedure must be executed i) correctly and ii)
completely. Very often, i) the relevant people must have the
requisite thoughts, feelings and intentions, and ii) must follow it up with actions as specified..
Address
The form of address in every language reflect social status of the speaker, of the addressee.
Or of the relationship between them. Without knowing the correct form of address, a person cannot even start a conversation or might often put oneself at the risk of causing misunderstanding.