大学跨文化英语 综合教程I Unit 2 Overemphasis on Independence课文翻译
大学跨文化英语 综合教程I Unit 2 Rethinking Independence 课后习题参考答案
Text AReading Comprehension2. 1) B 2) A 3) C 4) A 5) D3. 1) A 2) A 3) B 4) B 5) BLanguage Practice1. 1) disappointed译文：我这四年每年都会去那里，对那儿从来没有失望过。
2) apparently译文：这个星期油价跌至这14个月的最低点，显然是生产过剩导致的。
3) accustomed译文：我有点担心可能不习惯那里的生活。
但事实上那里的生活很愉快。
4) comment译文：对了，在我们开始讨论这个月的报告之前，我还要说一句。
5) assure译文：我们向你保证，这样的事情在未来的投递中不会再发生。
6) departure译文：天气原因导致其他航班起飞延误。
7) temper译文：他建议我们给这种烈酒兑点水来稀释一下。
8) cancel译文：如果有一方不履行该合同，另一方有权取消合同。
9) original译文：由于他的朋友不能准时来，他对原计划稍做修改。
10) anxious译文：你工作一直非常努力，所以不用担心结果。
11) confess译文：我可以开车送你去机场，但我必须承认我车开得不好。
12) regular译文：即使近期做过一次常规体检，你也应当征求医生的意见。
13) handle译文：她不确定该怎样处理这个问题。
14) assume译文：有理由相信经济会不断好转。
15) complain译文：他们对于加班从不抱怨。
2. 1) A 2) B 3) C 4) A 5) B 6)B 7) B 8) A 9)D 10) C3. 1) down let sb. down 让某人失望2) from distract sb. from doing sth. 分散(某人的)注意力3) to stick to 坚持4) for (be) bound for 开往……5) in stop dead in one’s tracks 突然停止4. 1) development 发展2) internationalization 国际化3) Perseverance 毅力4) bitterness 苦涩5) educator 教育家6) failure 失败7) acceptance 接受8) pressure 压力5. 注解：本单元的语法内容涉及情态动词表达的情绪、态度或语气，主要关注can, may, must和need。
大学跨文化英语综合教程2u2作文
大学跨文化英语综合教程2u2作文Cross-Cultural English Integrated Course 2u2 EssayThe field of cross-cultural communication has become increasingly important in today's globalized world. As individuals from diverse cultural backgrounds interact more frequently in academic, professional, and social settings, the ability to effectively navigate these intercultural exchanges is crucial. This essay will explore the key aspects of cross-cultural communication and the benefits of incorporating a cross-cultural approach into English language education.One of the fundamental aspects of cross-cultural communication is the recognition and understanding of cultural differences. Every culture has its own set of values, beliefs, and norms that shape the way individuals perceive and interact with the world around them. These cultural differences can manifest in various ways, such as communication styles, nonverbal behaviors, and approaches to problem-solving. Effective cross-cultural communication requires the ability to identify and appreciate these differences, rather thanmaking assumptions or judgments based on one's own cultural lens.In the context of English language education, a cross-cultural approach can provide students with the necessary skills and knowledge to navigate diverse linguistic and cultural environments. By exposing students to a range of cultural perspectives and communication styles, they can develop a more nuanced understanding of the English language and its use in various contexts. This not only enhances their linguistic competence but also fosters intercultural competence, enabling them to communicate effectively with individuals from different cultural backgrounds.Moreover, a cross-cultural approach to English language education can have significant benefits for students' personal and professional development. In today's interconnected world, the ability to communicate effectively across cultures is highly valued in a wide range of fields, from business and international relations to academia and the arts. By incorporating cross-cultural communication into the curriculum, students can gain a competitive edge in the job market and be better prepared to succeed in their future endeavors.One key aspect of a cross-cultural English language curriculum is the inclusion of authentic materials and resources that reflect diverse cultural perspectives. This can include literature, films, news articles, and other media that showcase the richness and complexity ofdifferent cultural traditions and communication styles. By engaging with these materials, students can develop a deeper understanding of the cultural context in which the English language is used, and learn to navigate the nuances of cross-cultural communication.Additionally, a cross-cultural approach to English language education should emphasize the development of intercultural competence. This involves the ability to recognize and respect cultural differences, to communicate effectively with individuals from diverse backgrounds, and to adapt one's communication style and behavior to suit the cultural context. By focusing on these skills, students can become more adept at navigating the challenges and opportunities presented by cross-cultural interactions.Another important aspect of a cross-cultural English language curriculum is the incorporation of collaborative learning and group activities. By working in diverse teams, students can learn to navigate the complexities of cross-cultural communication, develop empathy and understanding for different perspectives, and practice the skills necessary for effective collaboration in a globalized world.Furthermore, a cross-cultural approach to English language education should also address the role of language in the construction and expression of cultural identity. As students explore the relationship between language and culture, they can gain adeeper appreciation for the ways in which language shapes and is shaped by cultural norms and values. This understanding can not only enhance their linguistic skills but also foster a greater respect for cultural diversity and a commitment to intercultural understanding.In conclusion, the incorporation of a cross-cultural approach into English language education is crucial in today's globalized world. By exposing students to diverse cultural perspectives, developing their intercultural competence, and emphasizing the relationship between language and culture, educators can equip students with the skills and knowledge necessary to navigate the complexities of cross-cultural communication. This, in turn, can lead to greater personal and professional success, as well as a more just and equitable global society.。
大学英语跨文化交际教程课后答案(全)
大学英语跨文化交际教程课后答案(全) Unit1 Sportsmanship: It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas.3. It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general.The pioneering spirit: E某cept for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom.American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.1. Traditionally, individualism, independence andcollaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans.3. The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue.Unit 2 Key concepts Five relationshipsFive relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend.Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders.Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.Collectivism A collectivism culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider the needs of the group to be more important than the needs of individuals.1. According to Confucianism, what are the five cardinalrelationships in Chinese society and what should these relationships beThat is the well-known five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. This was e某plained as\There should be affectionbetween man and wife, stratification between old and young, and good faith between friends.\2. What is the difference between collectivism andindividualismFirstly, westerns tend to believe that people should rely on themselves as much as possible- and they usually e某pect other people to do the same. So they don't think they have the obligation to help family members and friends during emergency situations. In contrast, people in collectivist cultures generally feel that they have a right to help other members of their groups.Secondly, westerns generally feel that the rights of individuals should not be subordinated to the needs of a larger group, or at least that individuals should have the right to decide for themselves whether to sacrifice their personalbenefit for the sake of the group. In contrast, people in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.E某tended family: adult couples are e某pected to formtheir ownhousehold with either of their biological families.2. Because they desire a close and intense bond with their partners，they e某pect so much from marriage that so many get divorcedImpermanence: the property of not e某isting for indefinitely long durations.Stable: resistant to change of position or condition Connection vs. contract: relationship。
大学跨文化交际Unit_2_Daily_Verbal_communication_I
Conversation topics
Hobbies holidays The weather A local or national event Jobs Films/books
Initiating conversations
Culture influences the style of communication at great level. When we are in an unfamiliar country, it is wise to watch and learn the way native people communicate first.
?
16
17
Showing Hospitality in Different Ways
Chinese
Westerners
Chinese guests always refuse Westerners always accept or
offer of drinks or food to
refuse offer of drinks or food
Visiting Someone
Meals
To show hospitality:
far more than can be eaten at
The quantity and
the time
variety of the meal
relate the meal size more accurately to the people’s
Music; books; sports; the theater
History; culture; art
Price of items; person’s work; income; age
跨文化交际大学英语教材
跨文化交际大学英语教材Introduction:Nowadays, with the increasing globalization and internationalization, the importance of cross-cultural communication skills in English language learning cannot be overstated. In order to overcome cultural differences and effectively communicate in diverse settings, it is crucial for students to have access to a comprehensive and well-designed cross-cultural communication textbook in their university English curriculum. This article will explore the key components and features that should be included in a cross-cultural communication university English textbook.Section 1: Understanding Cultural DifferencesIn this section, the textbook should provide a solid foundation for students to comprehend the concept of cross-cultural communication and the significance of cultural differences. It should cover topics such as cultural dimensions, values, and norms, as well as the impact of culture on communication styles and practices. Additionally, this section should incorporate real-life examples and case studies to help students gain a deeper understanding of different cultural perspectives.Section 2: Effective Verbal CommunicationVerbal communication plays a crucial role in cross-cultural interactions. The textbook should focus on enhancing students' communication skills by providing practical tips on how to navigate through various language barriers and cultural nuances. It should cover areas such as vocabulary andidiomatic expressions, pronunciation and intonation, as well as strategies for effective listening and speaking in different cultural contexts.Section 3: Nonverbal Communication and Body LanguageNonverbal communication often conveys more meaning than words alone. Thus, the textbook should dedicate a section to teach students about the importance of nonverbal cues and body language in cross-cultural communication. It should explore cultural differences in gestures, facial expressions, personal space, and eye contact. Additionally, the textbook should provide exercises and interactive activities to help students better grasp the subtleties of nonverbal communication.Section 4: Intercultural Competence in Written CommunicationWritten communication is essential in many academic and professional contexts. Therefore, the textbook should provide guidance on how to navigate cultural differences in written communication effectively. It should cover areas such as cross-cultural business writing, academic writing in an intercultural setting, and email etiquette in different cultural contexts. The textbook should also include sample writing tasks and assignments to allow students to practice their skills.Section 5: Culture-Specific Topics and ScenariosTo further enhance students' understanding of cross-cultural communication, the textbook should include various culture-specific topics and scenarios. It should cover areas such as business communication, intercultural negotiations, social etiquette, and cultural taboos. By including real-life examples and case studies from different countries and cultures,students can gain practical insights into how to navigate complex cultural situations.Conclusion:In conclusion, a well-designed cross-cultural communication university English textbook should encompass a comprehensive framework that covers the understanding of cultural differences, effective verbal and nonverbal communication, intercultural competence in written communication, and culture-specific topics. By incorporating interactive activities, real-life examples, and practical exercises, such a textbook will provide students with the necessary skills and knowledge to communicate effectively and confidently in diverse cultural settings.。
新编跨文化交际英语教程_参考答案Unit2
新编跨文化交际英语教程_参考答案Unit2Unit 2Culture and CommunicationReading IWhat Is CultureComprehension questions1. Which of the definitions given above do you prefer? Why?Some may prefer a short definition, such as the one given by E. Sapir or R. Benedict, for it is highly generalized and easy to remember. Some may prefer a longer one, such as Edward T. Hall’s definition of culture, because it provides us with a more comprehensive understanding of culture and points out the all-pervasive impact of culture on human life in different dimensions.2. What have you learned from those definitions about culture?Many things can be learned from those definitions, for each definition, though not without its limitations, tells us something very important about culture or certain aspect(s) of culture.3. Do you agree that our lower needs always have to be satisfied before we can try tosatisfy the higher needs?Even though this is generally the case, there will still be some exceptions. Sometimes people might prefer to satisfy higher needs, for instance, esteem needs, before their lower needs, such as certain physiological needs or safety needs are satisfied.4. What examples can you give about how people of different cultures achieve thesame ends by taking different roads?For example, everyone has to eat in order to live and this isuniversally true. However, to satisfy this basic need, people of various cultures may do it in very different ways: what to eat and how to eat it vary from culture to culture.5. What behaviors of ours are born with and what are learned in the culturalenvironment?Instinctive behaviors are behaviors that we are born with and ways of doing things in daily life, such as ways of eating, drinking, dressing, finding shelter, making friends, marrying, and dealing with death are learned in the cultural environment.6. What other cultural differences do you know in the way people do things in theireveryday life?We can also find cultural differences in ways of bringing up children, treating the elderly, greeting each other, saving and spending money, and many other things people do in everyday life.7. In what ways are the Chinese eating habits different from those of theEnglish-speaking countries?We Chinese may enjoy something that is not usually considered as edible by the English-speaking people. Generally we prefer to have things hot and lay much emphasis on tastes. We tend to share things with each other when we are eating with others.Reading IIElements of CommunicationComprehension questions1. What are the aspects of context mentioned above?One aspect of context is the physical setting, includinglocation, time, light, temperature, distance between communicators, and any seating arrangements. A second aspect of context is historical. A third aspect of context is psychological.A fourth aspect of context is culture.2. In what ways would your posture, manner of speaking or attire change if you movefrom one physical setting to another, for example, from your home to a park, to a classroom, to a restaurant, to a funeral house, etc?One’s posture, manner of speaking or attire change from being casual to formal gradually from home to a park, to a classroom, to a restaurant, to a funeral house, etc, according to different formalness and seriousness of these situations.3. How do people acquire communication norms in their life?People acquire communication norms from their experiences in life.4. What examples can you give to describe some Chinese norms in our everydaycommunication?For example, it seems to be a norm in China to address one’s boss by his or her title and never to express one’s disapproval directly to him or her.5. How can we play both the roles of sender and receiver in communication?As senders, we form messages and attempt to communicate them to others through verbal and nonverbal symbols. As receivers, we process the messages sent to us and react to them both verbally and nonverbally.6. Does the sender play a more important role than the receiver in communication? No, they are equally important forboth of them are essential in the process of communication.7. In what ways do the differences between participants make communication more or less difficult?Three especially important variables affecting participants which are relationship, gender, and culture make communication more or less difficult.8. What is a symbol and what is a meaning?The pure ideas and feelings that exist in a person’s mind represent meanings. The words, sounds, and actions that communicate meaning are known as symbols because they stand for the meanings intended by the person using them.9. How can meanings be transferred from one person to another? What problems may arise in this process?A message from one person is encoded into symbols and then decoded into ideas and feelings to another person. In this process of transforming include nonverbal cues, which significantly affect the meaning created between the participants in a communication transaction.10. When are unintended or conflicted meanings likely to be created?Unintended meanings are created when the decoding person receives a meaning unrelated to what the encoder thought he or she was communicating. Conflicting meanings are created when the verbal symbols are contradicted by the nonverbal cues.11. Which channels do you usually prefer in communication? Why?Of the five channels, some may prefer sight. As the old saying goes, words are but wind, but seeing is believing.12. What examples can you find to show that one channel ismore effective than othersfor transmitting certain messages?For example, when asking a lady for a date, a young man may wear an immaculate suit and spray some perfume to show that he highly values this date with her. In this case, sight and smell are definitely more effective than words for conveying that particular message.13. What are the things that can create noises in the process of communication?Sights, sounds, and other stimuli in the environment that draw people‘s attenti on away from intended meaning are known as external noise. Thoughts and feelings that interfere with the communication process are known as internal noise. Unintended meanings aroused by certain verbal symbols can inhibit the accuracy of decoding. This is known as semantic noise.14. What should we do to reduce the interference of noise in communication?When communicating with others, we should pay undivided attention to communication itself, avoiding being distracted by any external or internal noise. Besides, we should make sure that what we say is correctly understood by others and vice versa to prevent semantic noise from generating.15. Why is feedback a very important element of communication?Feedback is very important because it serves useful functions for both senders and receivers: it provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process.16. What will you usually do when you receive negativefeedback in communication?Open.Case StudyCase 5In China, it is often not polite to accept a first offer and Heping was being modest, polite and well-behaved and had every intention of accepting the beer at the second or third offer. But he had not figured on North American rules which firmly say that you do not push alcoholic beverages on anyone.A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason behind the rule, you do not insist in offering alcohol. So unconscious and so strong are their cultural rules that the Americans equally politely never made a second offer of beer to Heping who probably thought North Americans most uncouth.However, what we have to remember is that cultures are seldom a strict either-or in every instance for all people and there are always individual differences. Probably this young Chinese nurse was very different from Heping or, unlike Heping, she may have known something about the American cultural rules and was just trying to behave like an American when she was in an American family.Case 6When a speaker says something to a hearer, there are at least three kinds of meanings involved: utterance meaning, sp eaker’s meaning and hearer’s meaning. In the dialogue, when Litz said ‘How long is she going to stay?’ she meant to say that if she knew how long her mother-in-law was going to stay in Finland, she would be able to make proper arrangements for her, such astaking her out to do some sightseeing. However, her mother-in-law overheard the conversation, and took Litz’s question to mean “Litz does not want me to stay for long”. From the Chinese point of view, it seems to be inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she feels she hasto ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for she probably doesn’t know th at Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return.Case 8As the Chinese girl Amy fell in love with an American boy at that time, it seems that she preferred to celebrate Christmas in the American way, for she wanted very much to appear the same as other American girl. She did not like to see her boyfriend feel disappointed at the “shabby” Chinese Christmas. That’s whyshe cried when she found out her parents had invited the minister’s family over for theChristmas Eve dinner. She thought the menu for the Christmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the foods chosen by her mother were all her favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospitable. However, one should never feel shameful just because one’s culture is different from others’. As Amy’s mother told her, you must be pr oud to be different, and your only shame is to have shame.。
大学英语跨文化交流课件第2章
Eastern perspective of communication
Definitions of communication from many Asian countries stress harmony, which is most notable in cultures with a Confucian tradition. Eastern cultures’ understanding would define communication as a process where all parties are searching to develop and maintain a social relationship.
Interactive Model of Communication
decoding
message / channel
encoding
Sender Receiver
noise
Sender Receiver
encoding
message / channel
decoding
Feedback is essential to good communication
Activity 1:
Teacher: Who can guess what it is —a small animal with four legs that people often keep as a pet and can catch mice easily? A Chinese student: It is called “猫” in Chinese. A French student: It is called “Chat” in French. A Japanese student: “Neiko” in Japanese. A Spanish student: “Gato” in Spanish. A German student : “Katze” in German A Russian student : “Kosta” in Russian. Answer the following questions: 1. Do we use the same word to symbolize a certain object when we communicate with those speaking different languages? 2. What kind of process is involved in communication?
跨文化交际_Unit_2_参考翻译
跨文化交际_Unit_2_参考翻译Unit Two Task 11)A smooth sea never made a skillful mariner. 平静的大海决不能造就出熟练的水手。
/花盆里生长不出参天大树。
/温室里长不出栋梁之才。
2)He who would search for pearls must dive below.不入虎穴，焉得虎子。
/ 欲寻珍珠就要潜到水里。
/ 欲寻珍珠欲潜入水。
3)Living without an aim is like sailing without a compass. 生活没有目标如同航行没有罗盘。
/没有目标的生活如同没有罗盘的航行。
4)To have another fish to fry另有要事/ 另有事情得做5)The water that bears the boat is the same that swallows it up.水能载舟，亦能覆舟。
(The same knife cuts bread and fingers.)6)前人栽树，后人乘凉。
One sows and another reaps. / One man sows and another reaps. / One generation plants the trees in whose shade another generation rests. / The precedence planted, the later generations enjoy its cool.7)斩草不除根，逢春又发青。
If the grass is only cut, then the next spring it will revive. / Cut weeds and dig up the roots.8)种田不用问，深耕多上粪。
Planting has no better measures but ploughing deeply and fertilizing much more.9)生米煮成熟饭。
大学跨文化英语综合教程2
大学跨文化英语综合教程2Unit 1•Reading & DigestingWarm-up1、The man feels superior to a non-white as he thinks he is a “regular”American and the woman and other non-white people must be immigrants.2、At the beginning, the woman does not mind the question. However, when she realizes the man asks the question because he thinks she is an immigrant, she is somewhat irritated. She asks the man the same question to remind him that his ancestors used to be immigrants, too.Language practice > Task 11-5: FCGLM6-10: JDAON11-15: EIBHKLanguage practice > Task 21、music2、scarcely3、land4、to-go5、spot6、exclaim7、a chipped plate8、shaped9、exhausted10、the weekend shiftLanguage practice > Task 31、for2、at3、of4、of5、ofLanguage practice > Task 41、spoonful2、mistake3、mislead4、glassful5、misuse6、mouthful7、misunderstand8、handfulLanguage practice > Task 51、how to avoid2、whether to get married3、when to harvest lettuce4、how to start the car5、how to make money•Cultural ExplorationViewing1、America is a country that was established by immigrants. Till today it continues to benefit from immigrants’ contributions.2、All Americans are either immigrants or descendants of ancestors who came from somewhere else. Therefore, We should all respect and admire immigrants.Gaining an intercultural insight1）struggle2）lifestyles3）result4）origin5）overseas6）background7）margins8）dominant9）conflict10）opportunities •Reading & ReflectingAdditional exercises Task 11）E2）M3）K4）O5）B6）J7）C8）D9）L10）HTask 2A. Para. 4B. Para. 11C. Para. 10D. Para. 9E. Para.5F. Para. 6G. Para. 2H. Para. 5I. Para. 7J.Para. 3Unit 2•Reading & DigestingWarm-up1、In the video clip, the fashion leaders mentioned equal pay and equal treatment as their understanding of gender equality.2、Open for discussion.Language practice > Task 1 1-5: GDONK6-10: LIAJH11-15: CMFEBLanguage practice > Task 21、launch2、advocate3、appointed4、questioned5、bossy6、aggressive7、sheer8、opposing9、vulnerable10、abandonedLanguage practice > Task 3 1、on2、out3、for4、out5、inLanguage practice > Task 41、uncomplicated2、inequality3、unattractive4、unfamiliaruncomfortable5、counterpart6、antiwar7、oppose8、contradictionLanguage practice > Task 51、The louder the noise become2、the greater your opportunities will be3、The more money is donated4、the less chance there is of things going wrong5、the greater their intellectual advantage is •Cultural ExplorationGaining an intercultural insight1）finding2）fewer3）odds4）capable5）competent6）ignore7）kids8）reality9）likely10）reach•Reading & ReflectingAdditional exercisesTask 11）G2）C3）I4）M5）E6）O7）L8）A9）F10）HTask 2A. Para. 4B. Para. 6C. Para. 8D. Para. 3E. Para. 5F. Para. 3G. Para. 4H. Para. 7I. Para. 2K.Para. 5Unit 3•Reading & DigestingWarm-up1、A community is no longer just about the people around you. It is anyone, anywhere on the planet that has a shared interest.2、Open for discussion.Language practice > Task 11-5: FLBCE6-10: DOHIJ11-15: AKMNGLanguage practice > Task 21、actual sale2、considerably3、plain4、virtual5、stylish6、generates7、promotes8、unique9、outcomeLanguage practice > Task 31、through2、on3、to4、off5、inLanguage practice > Task 41、outbreak2、searchlight3、breakdown4、cutoff5、outcome6、giveaway7、playlist8、blacksmithLanguage practice > Task 51、overalls spattered with pulp2、each plant benefiting from the others3、each one leading to a higher level of command4、many found nowhere else on the planet5、their brown heads drooping over the fence•Cultural ExplorationViewingFunctions Now：1、look for and book service on call2、post, share and socialize with friends3、order and pay for meals4、order and pay for mealsFunctions in the Future：1、help coordinate rescue efforts at times of natural disasters2、make short movies or documentaries3、publish works of literature in serial4、etc.Gaining an intercultural insight1）flexible2）background3）shared4）trend5）ordinary6）deliberately7）abilities8）measurable9）idealized10）observation •Reading & ReflectingAdditional exercises > Task 11）G2）D3）M4）I5）O6）F7）H8）B9）K10）NTask 2A. Para. 2B. Para. 3C. Para. 9D. Para. 7E. Para. 1F. Para. 6G. Para. 8H. Para. 5I. Para. 4J.Para. 1Unit 4•Reading & DigestingWarm-up1、He cleaned his desk, did shopping, made dinner and watched TV.2、Procrastination is the inability to get started right away or get work done in a timely manner.Language practice > Task 1 1-5: EKOAL6-10: CNJBH11-15: MDIFGLanguage practice > Task 2 1-5: BCACA6-10: DCADCLanguage practice > Task 31、in2、to3、with4、By5、intoLanguage practice > Task 41、courageous2、reasonable3、awesome4、educational5、troublesome6、aptional7、luxurious8、fatherlyLanguage practice > Task 51、be it personal health2、be they Christian3、be it scientific or artistic4、Be it learning style5、Be it on the beachCultural ExplorationGaining an intercultural insight 1）tendency2）deadlines3）definitive4）limited5）cyclical6）harmony7）competing8）delay9）drive10）equals•Reading & Reflecting Additional exercises Task 11）A2）H3）C4）O5）E6）J7）K8）G9）I10）LTask 2A. Para. 1B. Para. 8C. Para. 3D. Para. 4E. Para. 2F. Para. 4G. Para. 6H. Para. 7I. Para. 5K.Para. 1Unit 5•Reading & DigestingWarm-up1、He lives in San Francisco’s Chinatown. His parents passed away. He is going to celebrate the New Year’s Eve together with family or friends, etc.2、Open for discussion.Language practice > Task 11-5: LFBDA6-10: HGMIJ11-15: EKCNOLanguage practice > Task 21、invariably2、shrunk3、await4、sparingly5、proclaiming6、mannerly7、are ill-fitting for him8、schooled9、remedy10、as a souvenirLanguage practice > Task 31、to2、of3、of4、off5、onLanguage practice > Task 41、outwards2、personally3、otherwise4、invariably5、jokingly6、backwards7、likewise8、afterwardsLanguage practice > Task 51、I arrived at the classroomI realized that I had left my dictionary at home2、you become a motheryour judgment slowly turns to compassion and understanding3、December 1997I could finally sit and relax4、I saw her faceI realized how big the problem was5、they had left the churchJoan discovered they were goingCultural ExplorationViewing1、Chinese sweet treats in Eastern Bakery2、Dim Sum in Great Eastern3、Sesame chicken in House of Nanking4、Fortune cookies in the fortune cookie factoryGaining an intercultural insight1）symbolic2）referred3）ethnic4）overseas5）belief6）distinct7）ideals8）management9）heritage10）assets•Reading & ReflectingAdditional exercises Task 11）H2）F3）J4）E5）B6）G7）L8）N9）K10）OTask 2A. 1B. 7C. 10D. 8E. 5F. 2G. 6H. 4I. 9J. 3Unit 6•Reading & DigestingWarm-up1、Hard work, diligence, making great effort.2、Open for discussion.Language practice > Task 11-5: JCIHA6-10: EKBLM11-15: NOFDGLanguage practice > Task 21、A2、B3、D4、A5、A6、C7、A8、A9、C10、DLanguage practice > Task 31、of2、for3、from4、of5、beyondLanguage practice > Task 41、ill-advised2、mouth-watering3、peace-loving4、ill-informed5、everlasting6、self-employed7、far-reaching8、heart-breakingLanguage practice > Task 51、in which students can deposit their credits2、for which you are applying3、on which lovers express their love4、during which rents have risen steadily higher 6、upon which visitors can float in wooden boats Cultural ExplorationGaining an intercultural insight1）competitive2）reveal3）traits4）measures5）factors6）embrace7）examiner8）indicators9）otherwise10）absorbingLearning about the VALUE system1、T2、F3、F4、F5、T•Reading & ReflectingAdditional exercises >Task 11）F2）C3）A4）M5）B6）G7）L8）D9）J10）OTask 2A. Para. 2B. Para. 8C. Para. 13D. Para. 6E. Para. 9F. Para. 11G. Para. 12H. Para. 14I. Para. 15K.Para. 3Unit 7•Reading & DigestingWarm-up1、Open for discussion. In the video, it is mentioned that humans are considered the most intelligent species on the planet. However, we may only be the guest of the planet, instead of its permanent master.2、Open for discussion.Language practice > Task 1 1-5: JOFNI6-10: LBCMG11-15: AHKDELanguage practice > Task 21、A2、C3、B4、A5、A6、D7、A8、B9、C10、DLanguage practice > Task 31、On2、up3、to4、onLanguage practice > Task 41、cold-blooded2、non-profit3、middle-aged4、ilife-long5、wide-awake6、nation-wide7、eco-friendly8、large-scaleLanguage practice > Task 51、designed for the long-term care2、made at the meeting3、selected from the whole country4、following his retirement5、concerning matters of national security Cultural ExplorationGaining an intercultural insight1）amount2）processed3）dairy4）vegetables5）decompose6）destroyed7）brushing8）cooling9）south-facing10）naturallyViewing1、A bottle recycling machine would reward people who bring their bottles back with money and soft drink producers pay less taxes if they join the system. Norway’s bottle deposit scheme is the best in the world. 598,355,791 bottles were recycled in 2016, which is a huge 97% collection rate.2、Plastic bottles are often thrown away by customers and garbage collectors may recycle them for money.•Reading & ReflectingAdditional exercisesTask 11）H2）J3）F4）G5）C6）I7）K8）B9）M10）OTask 2A. Para. 13B. Para. 9C. Para. 12D. Para. 6E. Para. 15F. Para. 7G. Para. 8H. Para. 16I. Para. 9J.Para. 14Unit 8•Reading & DigestingWarm-up1、She was surprised to find two packages of sugar on the saucer as she was told that there was no sugar when she ordered green tea.2、Open for discussion.Language practice > Task 11-5: KNIDG6-10: BCGLE11-15: MAOJFLanguage practice > Task 21、C2、A3、C4、B5、A6、B7、A8、C9、D10、ALanguage practice > Task 31、beneath2、to3、in4、In5、InLanguage practice > Task 41、spaceship2、walking stick3、handwriting4、overview5、kinship6、aftermath7、boiling point8、rainfallLanguage practice > Task 51、Removing dead skin cells2、Wearing a scarf3、Communicating with customers4、Implementing the food security strategy5、Actively participating in global governance and multilateral affairs Cultural ExplorationGaining an intercultural insight1）concept2）inferior3）commercial4）domestic5）behavior6）implications7）beliefs8）tendencies9）wellbeing10）rejection •Reading & ReflectingAdditional exercises Task 11）D2）G3）O4）K5）E6）M7）J8）A9）F10）NTask 2A. Para. 10B. Para. 12C. Para. 5D. Para. 8E. Para. 13F. Para. 11G. Para. 2H. Para. 14I. Para. 3 J. Para. 6。
大学跨文化英语 综合教程I Unit 2 To Go or Not to Go课文翻译
Reading & DigestingTo Go or Not to GoRobin Pascoe1 Oftentimes parents expect their children to reach the highest level of achievement. Of course, children always want to please parents and do the best they can. After this story, Rodney and I learned that we should not place the bar high for our children. Here is why.2 At age fifteen, our son, Jay, was so short that his friends towered over him like the giant fir trees of British Columbia. To distract him from worrying about whether he would ever grow, I decided Jay needed to go off during the summer holiday to Mexico by himself — apparently to study Spanish, but really to live with a Mexican family for a few weeks and make a journey on his own to a place where we had never lived as a family.3 From friends and family members alike, all I heard was Are you crazy? As a reader, you must be wondering how I could go from being the anxious mother hiding from my daughter to the woman loading my son onto a flight bound for Mexico City — with a change of terminals in Toronto, no less. But we had a connection in Mexico to a language school, and Jay would be living with a family accustomed to hosting North American kids.4 About six weeks before his departure date, Jay confessed to me in the car on our way to school that he’d had a nightmare the night before in which he drowned. Being a regular teenager and a dream interpreter, he took this to mean his Mexico trip would end badly. I tried to calm both of us down by telling him, “well, you don’t have to go, you know. You have a choice.”5 He jumped all over that comment. “What choice do I really have,Mom? If I don’t go, you and Dad will be disappointed in me. I don’t want to let you down.” Tat stopped dead in my tracks. Jay was right. Rodney and I did have high expectations that our son could do this trip on his own successfully. After all, he was no stranger to foreign places. At thirteen, he had gone off to Japan with his high school wrestling team —all eighteen-year-old men. I thought Jay could handle anything, but if he didn’t believe it himself, we were being terribly unfair to him.6 Before Jay got out of the car, I told him flat out that we’d been wrong to have assumed that he could do this journey. And what’s more, no decision was final. We would consider some new options over dinner that night, I said. Tat evening, we talked about these. Jay could go to Mexico with his father, who had decided he could take a week off work. Jay could go to Mexico just for a trip and check out the homestay the following summer. Or he could cancel the whole thing. Jay chose option A: He would go with his father.7 The following morning, when I was again driving Jay to school for early-morning wrestling practice, I asked him if he had slept better. He assured me he had and surprised me by saying, so quietly I didn’t hear him at first: “I think I can go alone.”8 Say what? “You and Dad seem confident that I can do it,” he said, “so let’s stick to the original plan.” My jaw dropped. Anxious to learn from this experience, I asked Jay if he had changed his mind because we admitted we’d made a mistake or because we’doffered him real choices. He answered yes to both points.9 So that summer, Jay went off to Mexico. Rodney and I learned not only that constructive consultation is important, but that we needed to temper our expectations. Jay never complained again about being short.But it should go without saying that I didn’t sleep very well the entire time he was gone.参考译文去还是不去？罗宾·帕斯科埃通常父母都希望孩子们能够做到最好，当然孩子也总想取悦父母，所以也会尽自己所能。
大学跨文化英语综合教程2u2作文
Cross-Cultural Communication in theUniversity ContextIn the globalized world of today, cross-cultural communication has become an integral part of university education, particularly in the field of English language learning. As students from diverse cultural backgrounds converge on campus, the importance of understanding and respecting cultural differences becomes paramount. This essay explores the challenges and opportunities of cross-cultural communication in the university setting, focusing on the experiences and learnings from "University Intercultural English Integrated Course 2 Unit 2."Firstly, cross-cultural communication presents a unique set of challenges to university students. Language barriers can often lead to misunderstandings and awkward situations. For instance, directness in communication may be valued in some cultures, while indirectness is preferred in others. Understanding these nuances of cultural communication is crucial for effective interpersonal interactions.Moreover, the diverse range of cultural values and beliefs can pose significant challenges. Concepts that areconsidered taboo or inappropriate in one culture may be commonplace in another. It is, therefore, essential for university students to develop a sense of cultural sensitivity and awareness to avoid offending or embarrassing others.However, despite these challenges, cross-cultural communication also offers invaluable opportunities for personal growth and intellectual development. Interacting with people from different cultures broadens one's perspective and enhances understanding of the world's diversity. It cultivates a global mindset that is essential for success in today's interconnected world.The "University Intercultural English Integrated Course 2 Unit 2" provides a platform for exploring these challenges and opportunities. Through a variety ofactivities and discussions, it encourages students to reflect on their own cultural biases and assumptions. It also equips them with the skills and knowledge necessary to navigate cross-cultural interactions gracefully and confidently.In conclusion, cross-cultural communication is an essential skill for university students in the 21st century. While it presents unique challenges, it also offers remarkable opportunities for personal and intellectual growth. By embracing diversity and fostering a culture of inclusivity, universities can prepare their students to become global citizens who are capable of effective cross-cultural communication.**跨文化交流在大学环境中的重要性**在全球化日益盛行的今天，跨文化交流已成为大学教育的重要组成部分，尤其是在英语学习领域。
大学英语跨文化交际 chapter2
Chapter 2 Communication and InterculturalCommunicationI. Teaching ObjectivesIn this chapter, the teacher should enable the students to:1. know different definitions of communication.2. identify nine components of communication.3. identify the characteristics of communication.4. know the relationship between culture and communication.5. know the definition of intercultural communication.6. identify the 4 forms of intercultural communication.II. Contents1. Keywords(1) Sender/Source: A sender/source is the person who transmits a message.（信息发出者/信息源：信息发出者/信息源指传递信息的人。
）(2) Message: A message is any signal that triggers the response of a receiver.（信息：信息指引起信息接受者反应的任何信号。
）(3) Encoding: It refers to the activity during which the sender must choose certain words or nonverbal methods to send an intentional message. （编码：编码指信息发出者选择言语或用非言语的方式发出有目的的信息的行为。
大学跨文化英语综合教程IUnit2OveremphasisonIndependence课文翻译
大学跨文化英语综合教程IUnit2OveremphasisonIndependence课文翻译Reading & ReflectionOveremphasis on IndependenceEun Y. Kim1 During a vacation to Hawaii, my husband and I noticed an elderly man struggling to push a cartful of groceries. It was hot and humid, and he looked very tired and feeble.I was reminded of my father back in Korea.We cautiously approached the man and politely asked whether he needed any help. He responded rather angrily, “Do I look so weak that I can’t care for myself?” An American friend of mine had a similar experience. He went to a two-day business conference, and at the airport he ran into a woman who had attended the same conference. She was petite and was carrying heavy luggage, so he asked whether he could help her. She quite defensively and decisively stated, “I can do it myself.” Te guiding principle of many Americans is “I’ll do my thing, and you do yours.”2 Although I admire Americans’self-reliance and self-help attitude,their overemphasis on independence causes unnecessary fuss over basic issues, from how to raise a child to how to retire. As soon as my son was four months old, people suggested that he sleep in his own bedroom. They also suggested that I leave him alone at night and ignore him if he cried.In many families in Asia, young couples can afford only a one-bedroom residence. They don’t have the luxury of giving a baby their own room, and even if they do, most don’t want to leave their babies alone. It would be interesting to study whether babies learn to be independent because they are left alone intheir own bedrooms and not given attention when they cry.3 From an Asian point of view, Americans’ individualism is an attempt to deny a natural social structure that exists among humankind. Some people who are obviously in need of help do not ask for it out of fear of being labeled as too dependent. A former professor who was suffering from cancer confessed that his biggest challenge was asking for help. He had been independent all his life. His children had an image of him as an independent man, and he didn’t want that to change. I can fully empathize with the man, because I used to be like him. But I came to learn that interdependence could enrich my life in serendipitous ways.4 My willingness to depend on others helped me make great friends.I could not afford a car in my early years of graduate school. Being independent, I tried to take city buses and school shuttles to go to church,to shop for groceries, or to attend meetings. Gradually when friends offered me a ride home, I began to take them up on their offers. Occasionally,I invited them over for homemade Korean meals, which they gladly accepted, giving us more opportunities to develop a friendship. In this way,we slowly became close friends.5 Willingness to accept others’ help can also benefit those who offer the help. Mary White, a sociologist at Boston University, states that allowing ourselves to be nurtured confers value on the caretaker by giving that person an opportunity to display the valued skill of nurturing. Besides,people who give help become more interested in the people they help.Even within a family, interdependence brings family members closer together, whereas independence can create a sense of self-righteousness and distance. Also, independent people tend to be lesssympathetic toward those who need help. InAfrica, there is a saying that men become men through other men.6 In international business, letting go of pride and asking for help can improve negotiations. One of the mistakes Americans make in negotiating with Asians is that they often present themselves as proud and strong who can do anything. They act as if they can survive and conquer alone. But if they were willing to let go of some of their independence, they could develop allies instead of enemies. An American lawyer who lived and worked in Japan said that when he shared his worry about specific contract terms and conditions with the Japanese, many of them were more than willing to help him. Another American businessman talked about reaching a deadlock in a negotiation session with some Korean partners. When the two sides took a break, he said to one of his Korean partners, “You hold my destiny in your hand.” And he meant it. A fter the break, the Korean negotiators were much more gentle and agreeable, and he learnt that sharing his feelings was his best negotiation strategy.7 Admitting that we need help does not mean admitting weakness.Rather it displays the strength to acknowledge that we need the resources around us. As an Asian saying goes, “If you share your happiness, it will be doubled. If you share your unhappiness, it will be halved.”参考译文过分强调独立金恩英在夏威夷度假期间，我和我丈夫注意到一位年长的男士正费力地推着满满的一车货物。
大学跨文化英语 综合教程I Unit 2 Rethinking Independence语言点
Text A1. achievement n. a thing that sb. has done successfully, especially using their own effort and skill 成绩, 成就e.g. We celebrated the achievements of our students.As we climbed the final few steps, we felt a sense of achievement.2. tower vi. be much higher or taller than the people or things that are near (比周围的人或物体)高出许多e.g. He towered over his mother.The cliffs towered above the church.3. giant a. extremely big 巨大的e.g. There are many giant electronics companies in China.This is a giant step towards achieving independence.4. distract sb. from doing sth.: take sb.’s attention away from what they are trying to do 分散(某人的)注意力e.g. You’re distracting me from doing my work.Studying in groups may distract you from concentrating on your weaknesses.5. apparently ad. as far as one knows or can see 显然地e.g. Apparently the company is losing a lot of money.He paused, apparently lost in thought.6. As a reader, you must be wondering how I could go from being the anxious mother hiding from my daughter to the woman loading my son onto a flight bound for Mexico City —with a change of terminals in Toronto, no less.— As a reader, you must be curious about how I have changed. I used to be a mother so worried about my daughter that I kept an eye on her without being noticed. Now I am going to have my son fly alone to Mexico City. What’s more, he has to go to a different terminal for connection in Toronto.anxious a. feeling worried or nervous 焦虑的，担忧的e.g. He was a bit anxious about the machine’s reliability.My mother always gets a bit anxious if we don’t arrive when we say we will.load vt. put sb. or sth. into a vehicle or container 装载e.g. Emma loaded all the groceries into the car.It took an hour to load the van.(be) bound for:flying to 飞往……e.g. There is one plane bound for Dublin daily.The ship was bound for Italy.no less: used to show surprise or admiration 竟，居然e.g. Our awards were presented by the mayor, no less.He gave me £50, no less.7. accustomed a. becoming used to 习惯于e.g. We were accustomed to working together.She was a person accustomed to having eight hours’ sleep each night.8. host vt. provide the place and other things necessary for a special event 招待，主办e.g. Tonight she will host a ball for 300 guests.Which country is going to host the next World Cup?9. departure n. the act or an instance of leaving 出发e.g. I saw Simon shortly before his departure for Russia.The departure of our plane was delayed.10. confess vt. admit sth. that you feel embarrassed about 坦白，承认e.g. The boy confessed that he had stolen the money.Marsha confessed that she didn’t really know how to use a computer.11. drown vi. die from being under water for too long 溺水e.g. Many people drowned when the boat capsized (翻船).Jane drowned in the river.12. regular a. normal or usual 普通的e.g. He has returned to performing his regular duties.Our regular opening hours are 10 a.m. to 7 p.m.13. let sb. down: disappoint sb. 让某人失望e.g. She had been let down badly in the past.The worst feeling is letting our fans down.14. stop dead in one’s tracks: stop suddenly and completely because of fear, a noise, etc. (因受惊等)立即停住脚步或停止活动e.g. I stopped dead in my tracks when I heard the scream.The horse stopped dead in its tracks when it heard the hunter step on a fallen branch.15. handle vt. deal with (a situation or problem) 处理e.g. The headmaster handled the situation very well.Most customers were satisfied with the way their complaints were handled.16. unfair a. not right or fair 不公平的e.g. Many employers have recognized age discrimination as unfair.It seems unfair to make him pay for everything.17. flat out: directly 坦率地，断然地e.g. She asked him flat out if he was seeing another woman.It’s a 30-year mortgage we flat out can’t handle.18. assume vt. think that sth. is true without definite proof 假设，认为e.g. I think we can safely assume that interest rates will go up again soon.It is reasonable to assume that the economy will continue to improve.19. option n. sth. that you can choose to have or do; the freedom to choose what you do 选择e.g. There are various options open to you.She had the option of staying for an extra year.20. check out: fnd out information about sb. or sth. to make sure that everything is correct orsatisfactory 查实，核实e.g. If you are interested in this topic, you ought to go down to the library to check it out.He checked out the door before going to bed.21. cancel vt.decide that sth. that has been arranged will not take place 取消e.g. I’m afraid we’ll have to cancel our meeting tomorrow.All flights were cancelled due to bad w eather.22. assure vt. tell sb. that sth. is definitely true or is definitely going to happen 向……保证e.g. We were assured that everything possible was being done.Her doctor assured us that she would be fine.23. stick to: not give up 坚持e.g. Have you been sticking to your diet?Miguel was determined to stick to his decision.24. original a. existing or happening first, before other people or things 最初的e.g. The land was returned to its original owner.I think you should go back to your original plan.25. admit vt. agree unwillingly that sth. is true or that sb. else is right 承认e.g. You may not like her, but you have to admit that she’s good at her job.He admitted all his mistakes.26. constructive a. useful and helpful, or likely to produce good results 建设性的e.g. The government is encouraging all parties to play a constructive role in the reformprocess.We welcome any constructive criticism.27. consultation n. the act of consulting 讨论，商议e.g. They reached a decision after consultation with parents and teachers.The plans were drawn up in a consultation with engineers.28. temper vt. make sth. less severe or extreme 缓和，降低e.g. The heat in this coastal town is tempered by cool sea breezes.He had to learn to temper his enthusiasm (热情).29. complain vi. express dissatisfaction or annoyance about a state of affair or an event 抱怨，发牢骚e.g. Residents have complained about increased traffic in the area.She often complains about not feeling appreciated at work.Text B1. cautiously ad. very carefully 谨慎地e.g. He cautiously picked up the nails.She drives very cautiously.2. approach vt. move towards or nearer to sb. or sth. 靠近e.g. The train approached the main line.He was approaching retirement.3. decisively ad. in a way of making decisions quickly and with confidence 果断地e.g. If we had acted earlier and more decisively, things would have been much better.The plan was decisively rejected by Congress three weeks ago.4. state vt. formally say one’s opinion 声明e.g. Clearly state your address and telephone number.The report stated that he was arrested for assaulting (殴打) his wife.5. fuss n. unnecessary excitement, worry or activity 大惊小怪e.g. Stop all this fuss and do your homework!Don’t make a fuss over nothing.6. retire vi. stop working, usually because you have reached a certain age 退休e.g. He is due to retire as chief executive (总裁) next year.Most female models have to retire around the age of 25.7. former a. having a particular position in the past 前任的e.g. Our former President is still very active.There is goodwill between the former enemies.8. enrich vt. improve the quality of sth., especially by adding things to it 使丰富e.g. It is important to enrich the soil prior to planting.An extended family enriches life in many ways.9. … states that allowing ourse lves to be nurtured confers value on the caretaker by giving that person an opportunity to display the valued skill of nurturing. — ... says that our acceptance of others’ help makes them feel valued, for it provides a chance for them to show that they are capable of taking care of others.10. sympathetic a. caring and feeling sorry about sb.’s problems 有同情心的e.g. She was very sympathetic to the problems of adult students.He spoke in a sympathetic tone.11. … there is a saying that men become men through o ther men. —... a saying goes that by helping others a man becomes a real man.12. survive vi. continue to live normally in spite of many problems 活下来e.g. These plants cannot survive in very cold conditions.I can’t survive on £40 a week.13. conquer vi. gain control over sth., using a lot of effort 征服e.g. They vowed to fight and to conquer.Despite their differences, their love will conquer.14. Y ou hold my destiny in your hand. — Whether the negotiation will be successful or not isentirely up to you.15. acknowledge vt. admit or accept that sth. is true or that a situation exists 承认e.g. You must acknowledge that she had been at fault.。
大学跨文化英语综合教程1
大学跨文化英语综合教程1U1•Reading & DigestingWarm-up1、It symbolizes the light of knowledge.2、Open for discussion. For example, you may draw a picture of students doing sports on the playground or studying in a library.Language practice > Task 11-5: FCLAB6-10: GOJID11-15: ENKHMLanguage practice > Task 21、B2、C3、A4、C5、D6、C7、B8、B9、D10、ALanguage practice > Task 31、on2、to3、on4、up5、withLanguage practice > Task 41、enjoyable2、attractive3、creative4、emerging5、remarkable6、competitive7、countless8、respectfulLanguage practice > Task 51、I realized that the parcel had been sent to a wrong address by the postman.2、He is being instructed by the examiner to drive out of town.3、A huge reserve for giant pandas has been built by China.4、Children should be taught some basic knowledge of the world by theirparents.5、Many visual details must be designed by the director in order to impress the audience.•Cultural ExplorationGaining an intercultural insight1）Interacting2）expanding3）global4）profession5）backgrounds6）promotes7）perspectives8）self-awareness9）sharpens10）contrastViewing1、In a university or college, a tutorial is a regular meeting betweena tutor and one or several students, for discussion of a subject that is being studied, while a lecture is a talk given by a professor in order to teach students about a particular subject.2、The size of a tutorial is a lot smaller than that of a lecture.3、Different from a tutorial, there is not much chance for interactionin a lecture. •Reading & Reflecting Additional exercises Task 11）H2）J3）N4）K5）D6）A7）F8）M9）E10）ITask 2A. Para. 5B. Para. 4C. Para. 10D. Para. 3E. Para. 8F. Para. 10G. Para. 2H. Para. 6I. Para. 7J.Para. 5U2•Reading & DigestingWarm-up1、Amy’s father encourages her by citing Amy’s mother as an example. He says that Amy also has the strength that has enabled her mother to follow her dream.2、Open for discussion.Language practice > Task 11-5: INOJE6-10: MLHAD11-15: FCBGKLanguage practice > Task 21、A2、B3、C4、A5、B6、B7、B8、A9、D10、CLanguage practice > Task 31、down2、from3、to4、for5、inLanguage practice > Task 41、development2、internationalization3、Per severance4、bitterness5、educator6、failure7、acceptance8、pressureLanguage practice > Task 51、can2、May3、can/maymust4、Mustneedn’t5、may6、need•Cultural ExplorationGaining an intercultural insight1）third culture kid2）lived abroad3）intelligent4）skilled5）tolerance6）understanding7）flexible8）challenges9）different10）delayedViewing1、The mother let her son ride the subway by himself.2、She intended to encourage the development of independence in her son.3、He enjoyed the idea.4、She started a business to help nervous parents.•Reading & Reflecting Additional exercises Task 11）M2）L3）B4）K5）G6）F7）H8）A9）D10）CTask 2A. Para.2B. Para. 5C. Para. 6D. Para. 1E. Para. 6F. Para. 5G. Para. 2H. Para. 3I. Para. 4K.Para. 3U3•Reading & DigestingWarm-up1、He thought of a poor and old farmer holding a chicken and standing on an isolated piece of land, because he believes China is an underdeveloped place.2、Open for discussion.Language practice > Task 11-5: NFDJA6-10: MEBOC11-15: KGIHLLanguage practice > Task 21、B2、G3、D4、C5、E6、A7、H8、F9、I10、JLanguage practice > Task 31、for2、to3、to4、by5、ofLanguage practice > Task 41、preview2、forecast3、Mid-Autumn4、refreshed5、postgraduate6、postindustrial7、foretold8、prehistoryLanguage practice > Task 51、Early in the day came the news that Germany had started a war on Russia.2、He finally learned the fact that the students who will be most successful are those who have read extensively.3、Several years later, word came that Napoleon himself was coming toinspect them．4、The event that Netherlands has declared same-sex marriages legal grabbed the headlines worldwide.5、I’m flying high today after hearing the news that J. K. Rowling, the author of Harry Potter, will speak at Harvard University this June. •Cultural ExplorationGaining an intercultural insight1、stereotype2、advantage3、disadvantage4、true5、simplify6、characteristics7、prejudice8、impression9、overweight10、NegativeViewing1、Because both Mika’s mother and her elder brother said something unpleasant to belittle her in front of the guests on her wedding day.2、She told Tony that they didn’t really mean it though they were saying in that way since everybody knew her kids were great.•Reading & Reflecting Additional exercises > Task 11）B2）H3）F4）J5）D6）N7）A8）I9）O10）LTask 2A. Para. 3B. Para. 5C. Para. 3D. Para. 1E. Para. 6F. Para. 2G. Para. 4H. Para. 7I. Para. 6J.Para. 3U4•Reading & DigestingWarm-up1、I think Amy and her father are great because without their help, the geese may not be able to migrate successfully in winter.2、Open for discussion.Language practice > Task 11-5: CKGLM6-10:BAJDO11-15: EHFNILanguage practice > Task 21、D2、F3、A4、G5、I6、H7、B8、J9、E10、CLanguage practice > Task 31、into2、into3、on4、away5、offLanguage practice > Task 41、Internet2、export3、upload4、subway5、transplant6、interview7、undersea8、transcontinental Language practice > Task 51、had gone2、had given3、had longed4、had been5、had been dug•Cultural ExplorationGaining an intercultural insight 1）unacceptable2）demanded3）consumption4）overcrowded5）overgrown6）behave7）chain8）slower9）natural10）quality•Reading & ReflectingAdditional exercisesTask 11）B2）I3）E4）H5）G6）C7）A8）O9）J10）NTask 2A. Para. 2B. Para. 6C. Para. 4D. Para. 5E. Para. 2F. Para. 1G. Para. 3H. Para. 6I. Para. 5K.Para. 6U5•Reading & DigestingWarm-up1、Open for discussion.2、As is shown in the clip, the man buys coffee for a woman (a stranger), and the woman does the same thing for another. If this kind of giving goes on and on, it will help create a better world.Language practice > Task 11-5: GEFJN6-10: KLDAI11-15: HBMOCLanguage practice > Task 21、A2、B3、B4、D5、C6、C7、D8、A9、B10、BLanguage practice > Task 31、with2、in3、on4、on5、inLanguage practice > Task 4 1、overcrowded2、superpowers3、outnumber4、extracurricular5、hyperlink6、byproducts7、extrasolar8、overloadLanguage practice > Task 51、must have got up2、can/may be driving3、must be speaking4、may have happened5、must have entered6、may be picking up/doing •Cultural ExplorationAppreciate a Song1）love2）tomorrow3）sorrow4）care5）space6）place8）lie9）giving10）blissGaining an intercultural insight1）being2）presence3）care4）affection5）liking6）comfortably7）concert8）express9）appliance10）conveyViewing1、The video is about the athletes who participate in the Paralympics Games. They are portrayed as “superhumans” because they overcome their physical disabilities and excel as sports stars.2、Open for discussion.•Reading & ReflectingAdditional exercises1）J2）I3）D4）H5）E6）G7）C8）F9）B10）ATask 2A. Para. 8B. Para. 13C. Para. 6D. Para. 2E. Para. 10F. Para. 15G. Para. 12H. Para. 9I. Para. 14 J.Para. 11U6•Reading & DigestingWarm-up1、People feel strange, bewildered or awkward.2、Open for discussion.Language practice > Task 11-5: OAJHB6-10: CDIFG11-15: KLMENLanguage practice > Task 21、A2、D3、B4、B5、C6、A7、C8、B9、D10、ALanguage practice > Task 31、on2、with3、At4、across5、onLanguage practice > Task 41、heroism2、manhood3、racism4、leaflet5、poetess6、leadership7、membership8、neighborhoodLanguage practice > Task 51、Be large or small,2、Be it early or late,3、Be it a plant or fish or a tiny insect,4、be it selling goods or shipping them,5、be it selling goods or shipping them,6、be it selling goods or shipping them, •Cultural ExplorationGaining an intercultural insight1）concepts2）ancient3）outer4）interaction5）cause6）exist7）passive8）active9）sense10）temperatureViewing·Rich’s improper behaviors are as follows:1）He had the second glass of beer for himself when toasting.2) He finished all the beer in his glass when others just had half an inch for taste.3) He had too much shrimp when the dish was served.4) He bragged he was a fast learner of chopsticks.5) He directly pointed out something not so good about Lindo’s cooking and added soy sauce to the dish.·Some etiquette suggestions for Rich are:1) It is impolite to take a second glass of beer when toasting and especially when others have only had a little.2) It is impolite to have a big share of the best dish without giving others a chance to taste.3) Humility is considered a virtue in the Chinese culture, so do not brag.4) Paying compliments to the host’s dishes is always welcome.5) Never point out your host’s flaws or mistakes directly. •Reading & ReflectingAdditional exercises >Task 11）G2）L3）K4）I5）D6）E7）M8）H9）F10）OTask 2A. Para. 5B. Para. 3C. Para. 1D. Para. 7E. Para. 6F. Para. 2G. Para. 4H. Para. 4I. Para. 5K.Para. 1U7•Reading & DigestingWarm-up1、Chinese parents prefer their children to be obedient. They often havea strong sense of honor and expect their children to excel in whatever they do.2、Open for discussion.Language practice > Task 11-5: JNHAM6-10: COKDF11-15: ELGBILanguage practice > Task 21、C2、A3、E4、H5、I6、B7、D8、J9、F10、GLanguage practice > Task 31、for2、of3、in4、as5、byLanguage practice > Task 41、sharpen2、idealize3、memorize4、simplify5、motivate6、beautify7、strengthen8、modernizeLanguage practice > Task 51、that he had finished all the work before I arrived.2、when and where he had met with the victim the last time.3、if it was the quickest way to plant huge quantities of seeds.4、that I had been there for two decades.5、that I had not reported the problems in time to save trouble. •Cultural ExplorationGaining an intercultural insight1）talents2）advanced3）driven4）competitive5）primary6）repay7）describe8）cousin9）regularly10）pleasantViewing 11、F2、T3、F5、TViewing 2a、Bb、Ac、Ad、Be、Af、Ag、Ch、Ci、C•Reading & Reflecting Additional exercises Task 11）N2）C3）E4）K5）H6）J7）I9）F10）LTask 2A. Para. 7B. Para. 8C. Para. 9D. Para. 14E. Para. 11F. Para. 13G. Para. 6H. Para. 1I. Para. 3J.Para. 5U8•Reading & DigestingWarm-up1、Before their trip to America, the Sudanese boys thought the U.S. was an alien world where people bathed in different ways, used electricity, lived in apartments, and where men took only one wife.2、People were not friendly. They often walked alone. People did not talk to each other, especially to strangers.Language practice > Task 1 1-5: NDKFC6-10: EGJBH11-15: MLOIALanguage practice > Task 21、C2、E3、G4、A5、F6、I7、J8、B9、D10、HLanguage practice > Task 31、to2、from3、from4、on5、byLanguage practice > Task 41、discouraged2、unnecessary3、discharging4、irresponsible5、unintentionally6、dishonorable7、nonprofit8、inabilityLanguage practice > Task 51、He has made many attempts to meet the challenge, which would help seize an opportunity for overseas market.2、My family could not afford any toys in my childhood, which upset my twin brother and me a lot.3、My dog, whose temper is unstable, often bites the judges at dog shows.4、Wolves are highly social animals, whose success depends on cooperation.5、His grandfather, from whom young people can always learn a lot, isa man of great knowledge.6、Do you know the man to whom I nodded just a moment ago?•Cultural ExplorationGaining an intercultural insight1）valuable2）given3）normal4）keep in mind5）role6）patients7）view of time8）appointment9）Neither10）equippedViewing1、His eyes are green, because green symbolizes jealousy in English-speaking cultures. In the movie, Scar is jealous of Simba’s right to the throne.2、Other examples about color choice from The Lion Kinga.the colors (yellow and orange) of Mufasa and Simba symbolize justice;b.the color (black) of Scar’s mane stands for evil and disaster;c.the colors (black and gray) of the hyenas and the place (the cave) they lived in before Scar took the throne suggests evil;d.the color (brown) of Timon and Pumbaa stands for kindness and friendliness;e.the color (blue) of Rafiki (the monkey) stands for truth and nobility. •Reading & ReflectingAdditional exercisesTask 11）C2）F3）D4）N5）J6）I7）E8）L9）M10）HTask 2A. Para. 19B. Para. 1C. Para. 2D. Para. 13E. Para. 1F. Para. 21G. Para. 21H. Para. 1I. Para. 19 J. Para. 20。
大学跨文化英语教材答案
大学跨文化英语教材答案Unit 1: Introduction to Cross-Cultural CommunicationSection A: Understanding Culture1. What is culture?Culture refers to the shared beliefs, values, customs, behaviors, and artifacts that characterize a group or society. It includes both material and non-material aspects.2. How does culture influence communication?Culture influences communication by shaping the way we perceive, interpret, and express verbal and nonverbal messages. It also affects our attitudes towards time, space, relationships, and social norms.Section B: Cultural Dimensions1. Hofstede's Cultural DimensionsHofstede identified five cultural dimensions that can help us understand cultural differences:- Power Distance: The extent to which a society accepts unequal distribution of power.- Individualism vs. Collectivism: The focus on individual goals vs. group harmony and interdependence.- Masculinity vs. Femininity: The emphasis on assertiveness, competition, and material success vs. cooperation and quality of life.- Uncertainty Avoidance: The extent to which a society tolerates ambiguity, uncertainty, and risk.- Long-Term vs. Short-Term Orientation: The focus on future rewards and persistence vs. tradition and immediate gratification.2. Trompenaars' Cultural DimensionsTrompenaars proposed seven cultural dimensions that complement Hofstede's model:- Universalism vs. Particularism: The emphasis on rules and standards vs. flexibility and relationships.- Individualism vs. Communitarianism: The importance of personal interests vs. collective welfare.- Neutral vs. Emotional: The display of emotions in social interactions.- Specific vs. Diffuse: The separation of personal and professional life vs. overlapping roles.- Achievement vs. Ascription: The emphasis on individual achievements vs. social status.- Sequential vs. Synchronic: The perception of time as linear and structured vs. flexible and fluid.- Internal vs. External Control: The belief in personal control over events vs. fate and destiny.Unit 2: Verbal Communication across CulturesSection A: Language and Meaning1. Language and CultureLanguage reflects cultural values, beliefs, and worldview. It includes not only words but also grammar, sentence structure, and idiomatic expressions. To communicate effectively across cultures, it is important to remember that words may have different meanings or interpretations.2. High-context vs. Low-context CulturesIn high-context cultures, such as China and Japan, meaning is often embedded in the context and nonverbal cues. In contrast, low-context cultures, like the United States and Germany, rely more on explicit verbal communication.Section B: Pragmatics and Speech Acts1. Speech ActsSpeech acts refer to utterances that perform actions, such as making requests, giving compliments, or offering apologies. However, the appropriateness and interpretation of speech acts vary across cultures due to differences in politeness norms, directness, and indirectness.2. Politeness StrategiesPoliteness strategies aim to maintain social harmony and avoid face-threatening acts. They can be categorized into positive politeness, which emphasizes friendliness and solidarity, and negative politeness, which focuses on respect and deference.Unit 3: Nonverbal Communication and CultureSection A: Nonverbal Codes1. Body LanguageBody language includes gestures, facial expressions, eye contact, and posture. These nonverbal cues can convey different meanings and emotions across cultures. For example, a thumbs-up gesture may be positive in the United States, but offensive in some Middle Eastern countries.2. ProxemicsProxemics refers to the use of space in communication. Different cultures have different preferences for personal space, which can range from intimate distance to public distance. Violating these norms can lead to discomfort or misinterpretation.Section B: Nonverbal Communication Styles1. Display RulesDisplay rules refer to cultural norms that dictate the appropriateness and intensity of displaying emotions. Some cultures encourage emotional expressiveness, while others value emotional restraint or suppression.2. ChronemicsChronemics is the study of how time is perceived and used in different cultures. It includes attitudes towards punctuality, the pace of speech, and the organization of daily activities. Understanding these differences is crucial for effective cross-cultural communication.Note: The above content is a sample outline for a 1000-word article on the answers to cross-cultural English textbook questions. It is important to further develop and expand each section to meet the desired word count.。
大学跨文化英语综合教程学生用书第二册课程设计
大学跨文化英语综合教程学生用书第二册课程设计1. 课程概述本课程是大学跨文化英语综合教程学生用书第二册的课程设计，旨在提高学生的英语综合能力，包括听力、口语、阅读和写作。
同时，本课程还涵盖了跨文化交际的知识和技能，帮助学生在跨文化环境中更好地交流与合作。
本课程分为五个部分，内容涵盖了各个方面的英语技能和跨文化交际能力。
2. 课程目标1.提高学生的英语水平（听、说、读、写），使之胜任国际交流工作。
2.培养学生跨文化交际的意识和技能，提高其在各种跨文化环境中的交际与协作能力。
3.让学生了解不同文化对教育、商务、社会和环境等方面的关注点。
4.培养学生的自我学习能力和信息获取技能，提高其终身学习能力。
3. 课程安排第一部分：听力技能1.听力技能介绍2.分组听力练习：音频讲座，配合听力题目3.分组听力练习：电影片段，配合听力题目4.个人听力练习：TED演讲，个人完成听力笔记第二部分：口语技能1.口语技能介绍2.分组口语练习：辩论主题，双方提出异议并进行讨论3.分组口语练习：小组对话，讨论生活、文化和社会等话题4.个人口语练习：自我介绍，表达个人兴趣、经历和未来规划第三部分：阅读技能1.阅读技能介绍2.分组阅读练习：文章导读，小组讨论文章主旨和要点3.分组阅读练习：跨文化对比，比较两篇不同文化背景的文章4.个人阅读练习：学术论文，个人撰写阅读笔记和综述第四部分：写作技能1.写作技能介绍2.分组写作练习：辩论主题，小组讨论并撰写辩论文章3.分组写作练习：文化交流，小组撰写一篇跨文化体验文章4.个人写作练习：日记，个人撰写日记并与分享第五部分：跨文化交际1.跨文化交际介绍2.跨文化案例分析：学术交流，讨论学术合作中的跨文化问题3.跨文化案例分析：商务交流，讨论商务谈判中的跨文化问题4.跨文化案例分析：社交交流，讨论社交互动中的跨文化问题4. 课程评估本课程的评估方式主要包括以下几个方面：1.语言技能考核：课堂听力、口语、阅读和写作练习。
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Reading & ReflectionOveremphasis on IndependenceEun Y. Kim1 During a vacation to Hawaii, my husband and I noticed an elderly man struggling to push a cartful of groceries. It was hot and humid, and he looked very tired and feeble.I was reminded of my father back in Korea.We cautiously approached the man and politely asked whether he needed any help. He responded rather angrily, “Do I look so weak that I can’t care for myself?” An American friend of mine had a similar experience. He went to a two-day business conference, and at the airport he ran into a woman who had attended the same conference. She was petite and was carrying heavy luggage, so he asked whether he could help her. She quite defensively and decisively stated, “I can do it myself.” Te guiding principle of many Americans is “I’ll do my thing, and you do yours.”2 Although I admire Americans’self-reliance and self-help attitude,their overemphasis on independence causes unnecessary fuss over basic issues, from how to raise a child to how to retire. As soon as my son was four months old, people suggested that he sleep in his own bedroom. They also suggested that I leave him alone at night and ignore him if he cried.In many families in Asia, young couples can afford only a one-bedroom residence. They don’t have the luxury of giving a baby their own room, and even if they do, most don’t want to leave their babies alone. It would be interesting to study whether babies learn to be independent because they are left alone in their own bedrooms and not given attention when they cry.3 From an Asian point of view, Americans’ individualism is an attempt to deny a natural social structure that exists among humankind. Some people who are obviously in need of help do not ask for it out of fear of being labeled as too dependent. A former professor who was suffering from cancer confessed that his biggest challenge was asking for help. He had been independent all his life. His children had an image of him as an independent man, and he didn’t want that to change. I can fully empathize with the man, because I used to be like him. But I came to learn that interdependence could enrich my life in serendipitous ways.4 My willingness to depend on others helped me make great friends.I could not afford a car in my early years of graduate school. Being independent, I tried to take city buses and school shuttles to go to church,to shop for groceries, or to attend meetings. Gradually when friends offered me a ride home, I began to take them up on their offers. Occasionally,I invited them over for homemade Korean meals, which they gladly accepted, giving us more opportunities to develop a friendship. In this way,we slowly became close friends.5 Willingness to accept others’ help can also benefit those who offer the help. Mary White, a sociologist at Boston University, states that allowing ourselves to be nurtured confers value on the caretaker by giving that person an opportunity to display the valued skill of nurturing. Besides,people who give help become more interested in the people they help.Even within a family, interdependence brings family members closer together, whereas independence can create a sense of self-righteousness and distance. Also, independent people tend to be less sympathetic toward those who need help. InAfrica, there is a saying that men become men through other men.6 In international business, letting go of pride and asking for help can improve negotiations. One of the mistakes Americans make in negotiating with Asians is that they often present themselves as proud and strong who can do anything. They act as if they can survive and conquer alone. But if they were willing to let go of some of their independence, they could develop allies instead of enemies. An American lawyer who lived and worked in Japan said that when he shared his worry about specific contract terms and conditions with the Japanese, many of them were more than willing to help him. Another American businessman talked about reaching a deadlock in a negotiation session with some Korean partners. When the two sides took a break, he said to one of his Korean partners, “You hold my destiny in your hand.” And he meant it. After the break, the Korean negotiators were much more gentle and agreeable, and he learnt that sharing his feelings was his best negotiation strategy.7 Admitting that we need help does not mean admitting weakness.Rather it displays the strength to acknowledge that we need the resources around us. As an Asian saying goes, “If you share your happiness, it will be doubled. If you share your unhappiness, it will be halved.”参考译文过分强调独立金恩英在夏威夷度假期间，我和我丈夫注意到一位年长的男士正费力地推着满满的一车货物。