跨文化交际Unit 4(大二英语)教学文案

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跨文化交际Unit4

Things like puns defy translation across languages.
பைடு நூலகம்
More examples
“Why time flies?”
“Because somebody wants to kill it.” “你有什么了不起，能把我吃了！”
“不能,我是回民！” 外甥打灯笼照(舅)旧
Language = neutral codes and grammatical rules? We make cultural choices when we select words,
form sentences and send a message. All languages have social questions and information
as before; as usual; as of old 狗撵鸭子呱呱叫
very good
More examples
恋爱“三草”原则: 女：你说你很寂寞，为什么不去找你以前的女朋友而来追我
呢？
男：好马不吃回头草！(A good horse will never turn round to graze on an old pasture.)
meaning comes out of the context, the cultural usage.
Reading I How Is Language Related to Culture
Language reflects the environment in which we live. (snow, wine)
More examples
I am sorry. I am sorry, too. I am sorry three. What are you sorry for (four)? I am sorry five.

大学英语跨文化交际chapter4 Intercultural Communication Barriers

Anxiety refers to the feeling of not knowing what one is expected to do, and focusing on that feeling and not being totally present in the communication transaction. Feeling nervous, being afraid of failure in communication Consequences:

Most other cultures are backward compared with my culture. My culture should be the role model for other cultures. Other cultures should try to be more like my culture. Most people from other cultures just don’t know what’s good for them. I have little respect for the values and customs of other cultures. Most people would be happier if they lived like people in my culture. People in my culture have just about the best lifestyles of anywhere. Lifestyles in other cultures are not as valid as those in my culture. I do not cooperate with people who are different. I do not trust people who are different. I dislike interacting with people from different cultures. Other cultures are smart to look up to my culture. Other people are much the same as my people. Our way of doing things is the only right way.

跨文化交际课件Unit 4

Unit Four
Language and Culture
A: Why couldn’t Cinderella be a good soccer player? B: She lost her shoe, she ran away from the ball, and her coach was a pumpkin.
references\一封信(colors).doc
Chinese Zodiac
mouse
ox
tiger
rabbit
dragon
snake
Chinese Zodiac
horse
sheep
monkey
rooster
dog
pig
Animal
mouse
Chinese
disgust, timid, dirty, smart and agile （敏捷）
tiger
ferocity（凶猛）
rabbit
dragon snake
cute and tameபைடு நூலகம்
majesty(威严；权威) harmful
lovely, reproductive （生殖、再生的）
evil evil
Animal
horse
Chinese
success/ devotion/ hardworking docile(温顺的) and
English
devotion/hardworking/ beauty, strength
sheep
monkey rooster dog pig
weak
clever, agile（机敏的） and a little impatient prostitute humble stupid, lazy, dirty

跨文化交际教案chapter 4 interculture communication

Chapter IV Intercultural CommunicationⅠTeaching Objectives1.To identify the definitions of intercultural communication, interpersonal communication,intracultural communication, cross-cultural communication, international communication, interethnic communication, interracial communication, interregional communication.2.To understand the four fundamental values of western ethics.3.To understand the different ethics that belongs to the different part of the world.4.To understand the definition and main components of intercultural communication.ⅡLeading inⅢT eaching ProceduresStep 1Have students listen to the lead-in case What is Wrong?Ask students warming-up questions:●What is going wrong in this case?●Have you ever misunderstood someone who came from a different culture?●What is intercultural communication?●What intercultural communication skills do you know? Please list some of them.Step 2Culture and CommunicationThe metaphor of the journey and the map can help us understand the relationship between culture and communication. Cultures are both the maps of a place (the rules and conventions) and the journeys that take place there (actual practices).Intercultural communication definedForms of Intercultural communicationa. Interpersonal Communicationb. Intracultural Communicationc. International Communicationd. Interethnic Communicatione. Interracial Communicationf. interregional Communication4.3.1 Interpersonal communicationInterpersonal communication is a form of communication that involvesboth to adapt their messages specifically for those others and to obtain immediate interpretationsIntracultural communication is defined as communication between and among membersGenerally, people who are of the same race, political persuasion, and religion or who share the same interests communicate intraculturally.4.3.3 International communication4.3.4 Interethnic communication4.3.5 Interracial communicationInterracial communication occurs when the sender and the receiver exchanging messages are from4.3.6 Interregional communicationInterregional Communication refers to the exchange of messages between members of the dominant culture within a country.Intercultural communication ethics4.4.1 Western ethicsBeing free to act consistent with one’ own principles.●Impartiality; giving each person his or her legitimate due or portion of the whole.●Accountability for the consequences of one’s actions, including a failure to act.●Partiality to those who cannot protect themselves and to whom we are in special relationships.4.4.2 African ethicsrights.4.4.3 Buddhist ethicsValue is placed which are to be pursued for the betterment of the person if not in this life, then in the next.4.4.4 Hindu ethicsHinduism strives for the for including individualism, to merge with the absolute.4.4.5 Islamic ethicsTraditional Islamic perspectives on ethics are based on its religious concepts. There are different rules of ethical conduct for women and for men.Step3Raising Intercultural Awareness:采访外国人：教师布置学生就某些特定问题采访一些外国人，并引导学生比较不同的受访者做出的回答，以及他们对采访和采访问题所表现出的态度和反应。

【精选】跨文化交际课程unit4

Questions for discussion
What makes the different understandings of the words that are considered the same in surface?
How can we define the word "meaning" ?
In English culture, dragon refers to horrible, disgusting monsters.
2.干部
In Chinese culture, it represents a small group of people who are specially chosen and trained for a particular purpose.
During the party, Rosalita said to Roger, "I'd like to introduce you to one of my good friends. She is a very capable woman and is presently thinking of working in a joint venture so she can provide a better living for her large family. She is very much interested in your company." Hearing that, Roger smiled and replied, "Ok, but I just hope I don't get hustled." Unfortunately, Roger's replay made Rosalita quite upset. Very soon she excused herself as politely as she could, and did not speak with Roger for the rest of the evening.

文化与跨文化交际——大学英语视听说教学课件Unit 4

gang
patrol
3. keep watch over (an area) by regularly walking or travelling around it.
trigger-happy 4. ready to react violently, especially by
shooting, on the slightest provocation.
Watch the video again, and figure out the answer to each of the following questions.
4. From the utterance---“We the only two black faces surrounded by a sea of over-caffeinated white people, patrolled by the trigger-happy LAPD”, we can infer that Anthony’s attitude towards LAPD (Los Angeles Police Department) is_____________.
amigo
10. (informal) used to address or refer to a friend, chiefly in Spanish-speaking areas.
Watch the video for the first time and judge whether each of the following statement is true based on what you hear.
1. Anthony is unhappy with the black waitress’ service.

高中英语跨文化交际教案

高中英语跨文化交际教案一、教学目标1. 了解跨文化交际的概念和重要性。

2. 掌握跨文化交际中的基本礼貌和常见礼仪。

3. 培养学生的跨文化意识和跨文化沟通能力。

二、教学内容1. 跨文化交际概述- 定义：跨文化交际是指在不同文化背景下进行有效沟通和交流的能力。

- 重要性：在全球化背景下，跨文化交际能够促进不同国家和民族之间的相互了解和合作。

2. 礼貌与礼仪a) 礼貌与礼节的定义- 礼貌：尊重他人、关心他人的行为表达和态度。

- 礼节：在交往中遵循的一系列行为准则和规范。

b) 跨文化交际中的礼貌与礼仪- 问候和介绍：不同国家有不同的问候方式和介绍习惯，应注意避免冒犯他人。

- 礼仪：对不同国家的饮食礼仪、礼品送礼方式等了解，避免造成文化冲突。

3. 跨文化意识与沟通策略a) 跨文化意识的培养- 尊重差异：不同国家、民族有不同的价值观念和行为习惯，应理解、尊重并接受这些差异。

- 文化敏感性：通过了解不同国家的历史、文化和社会背景，提高对跨文化交际的敏感性。

b) 跨文化沟通策略- 避免刻板印象：不应对某个国家的人民或文化有片面的、歧视性的评判。

- 学习有效沟通技巧：如适当运用肢体语言、避免使用难懂的俚语和口语，以确保信息传达的准确性。

三、教学过程1. 导入与引入- 通过举例子、图片或视频等方式，引出跨文化交际的概念和重要性。

2. 学习礼貌与礼仪- 分组讨论并总结不同国家的问候方式和介绍礼仪。

- 组织角色扮演活动，让学生在模拟情境中学习礼仪。

3. 培养跨文化意识- 提供跨文化案例，让学生讨论其中的文化差异与挑战。

4. 学习跨文化沟通策略- 分组学习并展示有效的跨文化沟通技巧和策略。

5. 拓展练习- 学生分角色进行跨文化交际对话，并通过讨论与点评互相提高。

四、教学评价1. 学生小组展示的内容和讨论的深度。

2. 角色扮演活动中学生的表现与沟通效果。

3. 跨文化交际对话的流畅度和准确性。

五、教学延伸1. 提供更多的跨文化案例和学习资源。

跨文化交际Unit 4 Verbal Communication

Age

advanced in age seasoned man mature people second childhood senior citizen
???

She has canceled all her social engagements. (1856) She is in an interesting condition. (1880) She is in a delicate condition. (1895) She is knitting little booties. (1910) She is in a family way. (1920) She is expecting. (1935)

economic crisis—depression Slum--substandard housing poor countries: less-developed nations/ emerging nations Poor--less well off/ Economically deprived/needy/disadvantaged
Unit 4 Verbal Communication
Contents

Differences in Cultural Thought Patterns Culturally Loaded Words (Connotations) Cultural Reflections on Proverbs Taboo
Absence of referent
Different Connotations

Beside the lake, beneadancing in the breeze. And then my heart with pleasure fills, And dances with the daffodils.

《跨文化交际》教学大纲

跨文化交际、基本信息二、课程描述本课程是为英语专业本科生开设的一门专业选修课程，是一门社交礼仪的实用性课程, 包括礼仪的概论、社交礼仪、涉外礼仪以及不同场合的礼节和规范。

三、教学目标通过本课程的理论教学和相关实验训练，使学生具备如下能力：1、通过对现代礼仪以及外事礼仪和商务礼仪的学习，帮助学生了解人们在不同场合的得体的举止，学会如何有效地展现个人的教养、风度和魅力；2、体现出个人对社会的认知水准、个人学识、修养和价值。

能使学生们在今后的工作中更好地发挥自身的能力。

四、课程目标对毕业要求的支撑五、教学内容Unit 1Language Tools: Suggesting PossibilitiesEncounter: The TaxiIntercultural Communication Reading: Intercultural Communication and UnderstandingProjected Cultural Similarity六、教学安排该课程每周32学时，16周，16学时为课堂授课教学时间，14学时为课内实验教学时间,2学时为期末复习答疑。

建议教学进度如下：难点内容: Ethnocentrism 教学内容: Unit 5, Unit 6 第7, 8章 Dealing with Conflict （支撑课程目标1、2、3）重点内容: K'ar Stories 难点内容: Dealing with Conflict 教学内容: Unit 7, Unit第9, 10章 Friendship Pa tterns （支撑课程目标4、5）重点内容: Friendship Patterns 难点内容: Friendship Patterns 教学内容:Unit 9, Unit 10第1, 2章Intercultural Communica tion and Understanding Wes terners（支撑课程目标1、2、3）重点内容: Individualist and Collectivist Cultures 难点内容: Individualist and Collectivist Cuiturcs教学内容: Unit 1, Unit第3, 4章 Generalizations and stereotypes （支撑课程目标1、2、3）重点内容: Di fference in Rank and Power 难点内容: Difference in Rank and Power教学内容: Unit 3, Unit 4第5, 6章 Conformity in Wes torn Cui turcs （支撑课程目标4、5）重点内容:li'osterncrsUnit 1Language Tools: Suggesting PossibilitiesEncounter: The TaxiIntercultural Communication Reading: Intercultural Communication and UnderstandingUnit 6Letter To Fran: CarsFran's Response: CarsCulture Difference Reading: Family Relationship in the USUnit 7Language Tools: Acknowledging Other Points of ViewEncounter: The English ClubTntercultural Communication Reading: Tn^groups and Out-GroupsUnit 7Letter To Fran:：CriticsFran's Response: CriticsCulture Difference Reading: In / Out-Groups in Collectivist and IndividualistUnit 8Language Tools: Conceding a PointEncounter: BorrowingIntercultural Communication Reading: War StoriesUnit 8Letter To Fran:：ExceptionsFran's Response: ExceptionsCulture Difference Reading: Dealing with ConflictUnit 9Language Tools: Checking and ClarifyingEncounter: Left out of the ConversationsIntercultural Communication Reading: War StoriesUnit 9Letter To Fran:：An American FriendFran's Response: An American FriendCuiture Difference Reading: Friendship Patterns七、课内实验内容、要求及学时无课内实验内容。

跨文化交际Unit-4-II

3. Give a dog a bad name and hang him.
4. 狗嘴里吐不出象牙来
5. a filthily mouth can not utter decent language
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Grammatical-Syntactical Equivalence
1. who, which, that, what 2. (no relative pronouns in
The richly decorated pleasure-boats look like a
scene of mirage. The splendid awnings in green
and gold chain into a palace of crystal. Is this a
fairyland or a mere dream? Looking above, you
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• 5)Avoidance • 6) General acceptance of an
offer but giving no details • 7) Diverting and distracting
• 2 Japanese way to say No
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Discovering Problems: Translating across Languages
寂寞嫦娥舒广袖，万里长空且为忠魂舞。
报人间曾伏虎，泪飞顿作倾盆雨。
这首词最早发表在一九五八年一月一日湖南师范学院院刊《湖南师院》。注释〔答李淑一〕这首词是作者写给当时的湖南长沙第十中学语文教员李淑一的。
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跨文化交际上课内容unit4

Review1. What is the Hofstede model of cultural pattern?2. What is high-context communication and what is low-context communication? How about the major differences between a high-context culture and a low-context one?Unit Four Language and CultureI.Warm UpPlease read the humorous dialogues on page 118, then try to translate them into Chinese. Can they be rendered in Chinese as humorous as the original?nguage and Culture1.Read the article of ―How Is Language Related to Culture‖. What do youthink is the relationship between language and culture?1)the relationship between language and culture: Culture andlanguage are intertwined相互交错and shape each other. It is impossible to separate the two. Language is not a matter of neutral codes and grammatical rules. Each time we select words, form sentences, and send a message, either oral or written, we also make cultural choices. Thus, we have to be aware of the cultural implications of the phrase if we want to avoid attributing a very different meaning to it or interpret解释it literally.2)Functions of language:e.g. questions: asking for information – information questionsa lubricant 润滑剂to move the conversation forward –social questionsExamples: How are you? 吃了吗?3)The meaning of the words comes out of the context, the culturalusage用法.①Language reflects the environment in which we live.Example: self-introduction of Germans and Americans②Language reflects cultural values.4)Problems:①There are no such equivalents between languages, and wetranslate concepts from a foreign language and culture with words that fit our priorities优先顺序. Therefore to communicate concepts effectively, cultural knowledge is as important as linguistic knowledge.Examples: manana/tomorrow kinship terms 亲属称谓(E &C)p125-126②Sometimes different cultures use identical完全相同words thathave rather different meanings.Examples: administration, director, force majeure5)Language changes over time. Words and phrases that are usedcommonly at one time may be discontinued or their meaning may change over time.6) A language, if spoken in different parts of the globe, ultimately willdevelop differently.Examples; pidgin Englishes2.Read the article of ―Language-and-Culture, Two Sides of the SameCoin‖. How does language reflect the culture?1)Language and culture are clearly fused混合; one reflects the other.2)Language-and-Culture: It is coined创造by Byram and Morgan in1994 in order to reflect the relationship between language and culture – both unification 同一and separation.3)Language embodies体现the products, perspectives, communities,and persons of a culture. Members of the culture have created the language to carry out all their cultural practices, to identify and organize all their cultural products, and to name the underlying cultural perspectives in all the various communities that comprise their culture.①Language and cultural products:Many cultural products – literature, tax codes, telephone directories, operating instructions, passports – consist entirely of language.Language is a cultural product in and of itself.②Language and cultural practices:Cultural practices almost always require language, the language of participation, such as speaking, listening, reading and writing.The social circumstances, the people involved, the topic, and a number of other factors influence the nature of the language used.③Language and cultural perspectives:We use language to name and understand the perceptions, values, attitudes, and beliefs that govern our way of life. Though language, we make tacit perspectives explicit.④Language and cultural communities:Communities develop distinct language to describe and carry out the particular practices and products associated with their group and its activities.⑤Language and persons:Language, like culture, is not only collective but also personal. Each of us uses language in an idiosyncratic manner, based upon our background, experiences, social groups, our personal outlook, and our identity.3.Conclusion:(i) Language and Environment1) Language is an instrument. Word differences are obvious in various languages. The relation between word and its meaning is arbitrary. For example, in Chinese, we live in a 房子. In English, we live in a house.2) Language is even more an environment. It has as much to do with the philosophical哲学的and political conditioning of a society as geography or climate. So, we can see that absolute color designations –white, black, red, yellow – are not merely inaccurate错误的不精确; they have become symbolic rather than descriptive.✐Homework: Finish the exercises on page 124, try to analyse the different perceptions of colour terms.1. green;2. brown;3. blue;4. white;5. black;6. yellow;7. green;8. red;9. black; 10. blue, blue; 11. white; 12. red; 13. blue; 14. green; 15. yellow. (ii) Language and Culture✐Homework: Sapir-Whorf Hypothesis (p146-149)Supplement: Word MeaningsWe know that words represent meaning. The problem is that they may represent several types of meanings simultaneously.(i) Denotation 符号and Connotation内涵What is denotation? What is connotation? Give examples to show their difference?(p126-127)(ii) Seven categories 类别of lexical meanings词汇意义The study of word meaning is lexical semantics词汇语义学. The lexical meanings could be classified into seven categories: conceptual meaning, connotative meaning, stylistic meaning, affective meaning, reflectedmeaning, collocative meaning and thematic meaning.1. Conceptual Meaning (概念意义)Words may refer to objects in the real world (e. g. dog, book, river, etc.) or abstract concepts (e. g. life, friendship, hatred, etc.) in our mind. The relationship between a word and an object in the real world or a concept in our mind to which the world refers is the conceptual meaning of the word.2. Connotative Meaning (内涵意义)It is the communicative value 交际价值an expression has in addition to the purely conceptual meaning. The word ―woman‖ can be defined conceptually as an adult female who is biped两足and has a womb子宫, which is the physical features of a woman. But several other psychological and social features can be attributed to her, such as ―capable of speech‖, ―experienced in cookery‖ and ―skirt or dress wearing‖. These additional features are its connotative meaning, which may include such features as ―frail‖脆弱的, ―prone to tears‖, ―emotional‖, etc. and such good qualities as ―gentle‖, ―compassionate‖慈悲, ―sensitive‖, ―hard-working‖, and so on.A high government official: (1) politician: engaging in polities for personal gain; (2) statesman政治家3. Social Meaning (社会意义)It is what a piece of language conveys 表达about the social circumstances of its use, which includes at least language users (who are using language), settings (where is language used), and topics (what are thelanguage users talking or writing about).家: (1) domicile: used in official or legal documents or between people who are involved in official or legal affairs. (2) residence: used in formal or administrative行政、管理的circumstances. (3) abode: a poetic诗意word, used in creation and appreciation of poems. (4) home: used in everyday speech between classmates, colleagues, friends or family members.4. Affective Meaning (情感意义)It is communicated when the feelings or attitudes are expressed in language. Such interjections感叹词as ―aha‖, ―my God‖, ―oh‖, and ―dear‖ are chiefly used to convey传达affective meaning.5. Reflected Meaning (反映意义)It arises in words of multiple多重的conceptual meaning, when one sense of a word forms part of our response to another sense. For example, ―the Comforter‖ and ―the Holy Ghost‖ both refer to God in religious English, but the former sounds warm and comforting, while the latter sounds awesome because these are the reflected meanings of these two terms.6.Collocative Meaning (搭配意义)It consists of association a word gets from those words that are often used together with it.Nice-looking : (1) pretty: girl, woman, flower, garden, color, village(2) handsome: boy, man, car, overcoat, airliner7. Thematic Meaning (主题意义)It is what is communicated by the way in which a speaker or writer organization a message, in terms of ordering, focus, or emphasis.e. g. the same conceptual content: (1) Mr. Smith donated the first prize.(2) The first prize was donated by Mr.Smith.The active sentence seems to be an answer to the question ―What did Mr. Smith donate?‖, while the passive sentence appears to answer ―Who was the first prize donated by?‖ or ―Who donated the first prize?‖. The active sentence suggests that we know who Mr. Smith is while the passive one does not.Meanings 2—7 are called associative meanings.关联意义nguage and Translation(i) Problems in translation to achieve equivalence between languages Please read over the article on pages 138-142, and answer the following question:How many types of equivalence in translation are mentioned?1. Lexical equivalence:2. Idiomatic[′ɪdi:ə`mætɪk] equivalence: like idioms3. Grammatical-syntactical equivalence:4. Experiential equivalence:5. Conceptual equivalence(ii) Words and Meaning1.W ords and Culture-specific 文化特异性Conceptual Meaning1)Words and geography: The Mississippi; the Channel; koala,kangaroo2)Words and history: The May Flower; scalp (剥带发头皮); lynch私刑; cowboy; hippie; duke; castle3)Words and politics: President; congress; Democratic Party民主党;Governor-General总督4)Words and Christianity: Trinity; Bible; Catholic; Protestant; Puritan5)Words and holidays: Christmas box (圣诞节礼); Christmastide (圣诞节节期); Easter6)Words and living styles: Hot dog; hamburger; pudding; cocktail;drive-ins (drive-in cinemas; drive-in banks; drive-in restaurants);motels, diners (餐车式饭馆); baseball (垒球), striptease (脱衣舞);love store (色情商店); late-late TV shows (深夜放映的色情电视片) 2.W ords with Partial局部的Equivalence1.young, middle-aged and oldEnglish: 18--------------40----------------60---------------Chinese: 18---------35--------------55----------------------2.intellectuals3.(1) social sciences: political science, economics, sociology, etc.,branches of learning that are concerned with human society, esp. its organization and the relationship of individual members to it.(1)社会科学: all the academic fields not included in the natural自然科学and applied sciences应用科学.2.(1) yard: a small open space completely or partially enclosed andadjoining 紧邻a building(2) 院子: 房屋前后用墙或栅栏围起来的空地.3.(1) d rugstore /a chemist’s shop: where medicines, toiletries化妆品, andvarious other small articles including food, are sold, but where one can buy only a few kinds of medicine without a prescription药方.(2)药店: where medicines and some kinds of medical apparatus医疗设备are sold, most of which are sold without a doctor’s prescription.4.kinship terms亲属称谓(p125-126)Summarize总结the major differences between English and Chinese kinship terms:3.W ords Often Mistakengreenhouse (温室) ≠绿色的房屋busywork (耗时又无价值的工作) ≠忙碌的工作busman’s hol iday (消磨于与日常工作类似之活动的假日)≠公共汽车驾驶员/乘务员的假日busybody (爱管闲事的人)≠大忙人housewarming (乔迁喜宴)≠房屋供暖donkeywork (苦役；单调的日常工作)≠驴活儿police action (未经正式宣战，对破坏国际和平与秩序的叛乱者采取的镇压行动)≠警察行动lowbody (矮脚抽屉柜)≠矮个子男孩free love (公开同居)≠自由恋爱equalitarianism (favorable term)≠平均主义disinterested (公正的)≠无兴趣wester (西风)≠西方人first lady; high school; lover; restroom4.W ords and Connotative Meanings1)dog and狗(p127)2)peasant and农民3)landlord and地主4)comrade and同志5)self-made man (successful persons from humble origin) and 白手起家的人(经济基础不是很好)6)propaganda and宣传7)do-gooder (stupid persons earnestly bent on doing good withoutknowing the harmful result) and作好事的人8)spiritual (religious connotation) and 精神的IV.Case Study: Students are required to read the cases given carefully and try to analyse them from the viewpoint of IC.。

跨文化交际实用教程unit4

龙------dragon 干部----cadre 母马----female horse?/mare? 扁担---a carrying pole; a shoulder pole 一本书--- a book 知识分子----intellectual 社会科学-social science?/the humanities?
• 4) The new office block has unfortunately become an expensive white elephant
16
• 5 Mary was always regarded as the black sheep of the family
• 6 You’d better do something to prove you’re not
dog
dog
bitch
sheep
ram
ewe
deer
stag
doe
pig
boar
sow
the young chick duckling gosling foal calf puppy lamb fawn shoat
26
bull, cow, cock or hen, male, female, she
• 10) When I’m feeling blue, all I have to do is take a look at you, and then I’m not so blue
• 11) Don’t tell me any white lie to make me feel good
• 12) It may cost over a week to go through all the red tape to get permission

大学英语教案：跨文化交际与国际合作

大学英语教案: 跨文化交际与国际合作一、引言本教案旨在帮助大学生提高跨文化交际能力和培养国际合作意识。

通过对不同文化之间的差异和相似之处进行探索，学生将能够更好地理解和应对跨文化交际中的各种挑战。

二、教学目标1.了解跨文化交际的重要性和必要性。

2.掌握跨文化交际的基本原则和技巧。

3.培养尊重他人文化差异和包容心态。

4.学习如何与国际团队合作并有效沟通。

5.提高英语口语表达和听力理解能力。

三、教学内容3.1 跨文化交际概述•定义跨文化交际•探讨世界上不同文化之间的差异，并举例说明3.2 跨文化交际的原则•尊重他人文化差异•避免刻板印象和歧视行为•建立信任关系•善于妥协与调节3.3 跨文化交际技巧•学习并尊重他人的礼仪和文化习惯•处理文化冲突的策略•发展跨文化沟通能力：非语言表达、谈判技巧等3.4 国际合作与团队协作•理解国际合作的意义与挑战•培养国际合作能力：团队协作、有效沟通等3.5 英语口语表达与听力训练•练习英语口语表达，包括发音和流利度•提高听力理解能力，特别是针对不同语境和口音四、教学活动和方法1.小组讨论：学生分组讨论不同文化之间的差异，并分享自身经历。

2.角色扮演：学生在模拟跨文化交际场景中扮演不同角色，锻炼应对能力。

3.实地考察或虚拟体验：参观多元文化社区、网上交流平台等，体验真实的跨文化交际环境。

4.分组项目：学生分成国际团队，进行跨文化合作项目，加强团队合作和沟通技巧。

五、评估方式1.课堂表现：包括参与讨论、提问和回答问题的能力。

2.小组项目成果评估：根据合作项目的成果和演示展示，评估学生的团队协作和跨文化交际能力。

3.口头报告：要求学生就所学内容进行口头报告，评估其英语口语表达和听力理解能力。

六、教材和资源•主教材：《跨文化交际与国际合作教程》•教学辅助资源：录音机、投影仪、互联网资源等七、参考资料1.Gudykunst, W.B., & Kim, Y.Y. (2017). Bridging Differences: EffectiveIntergroup Communication (4th edition). Sage Publications.2.Jandt, F.E. (2017). An Introduction to Intercultural Communication:Identities in a Global Community (9th edition). Sage Publications. （以上为此次教案的大致内容，可以根据实际情况进行进一步细化和调整）。

《Unit 4 Customer Service Culture Understanding》教学设

《Customer Service Culture Understanding》教学设计方案（第一课时）一、教学目标1. 学生能够理解并运用基本服务英语词汇和表达方式，如“welcome”，“please wait in line”，“I'm sorry”等。

2. 培养学生尊重、理解和应对不同文化背景的顾客的能力，增强他们的跨文化交际意识。

3. 提高学生的人际交往能力和团队协作精神。

二、教学重难点1. 重点：掌握并运用基本服务英语词汇和表达方式。

2. 难点：理解并应对不同文化背景的顾客的需求。

三、教学准备1. 准备一些常见服务场景的图片或视频，以便学生能更直观地理解服务英语的应用。

2. 准备一些相关文化背景知识的介绍，包括不同国家的风俗习惯等。

3. 设计一些互动环节，如小组讨论和角色扮演，以帮助学生实践所学知识。

4. 准备一些基础的中英文服务英语词汇和表达方式，供学生参考和学习。

四、教学过程：1. 导入（5分钟）教师通过简单的自我介绍和课程介绍，引导学生进入本课程的学习。

教师可以通过一些案例或故事来引出客户服务的话题，激发学生的学习兴趣。

2. 小组讨论（15分钟）教师提出一些关于客户服务的问题，让学生进行小组讨论。

学生可以围绕客户服务的重要性、客户服务的标准和技巧等方面展开讨论。

教师可以在学生讨论过程中给予指导和建议。

3. 案例分析（20分钟）教师展示一些真实的客户服务案例，让学生分析案例中的问题和解决方法。

学生可以通过小组讨论或个人发言的方式，表达自己的观点和建议。

教师可以在学生分析过程中给予指导和反馈。

4. 角色扮演（25分钟）教师为学生提供一些常见的客户服务场景，让学生进行角色扮演。

学生可以选择扮演客户或服务人员，尝试使用英语表达自己的需求和意见，同时了解和掌握服务人员的应对技巧。

教师可以在学生角色扮演过程中给予指导和反馈，并提醒学生注意服务态度和语言得体等问题。

5. 总结与反思（5分钟）在课程的最后阶段，教师对课程内容进行总结，并引导学生反思自己的学习成果和不足之处。

大学英语4教案

课程目标：1. 通过本节课的学习，学生能够理解文化交流的重要性。

2. 学生能够运用所学的词汇和句型，进行关于文化交流的讨论。

3. 培养学生的跨文化交际能力，提高他们的英语口语表达能力。

教学内容：1. 文化交流的定义和重要性2. 文化交流的途径和例子3. 文化交流的挑战和应对策略教学时间：2课时教学准备：1. 多媒体课件2. 文化交流相关的图片和视频资料3. 学生分组讨论的分组卡教学过程：第一课时一、导入1. 教师通过提问，引导学生思考什么是文化交流。

2. 学生自由发言，分享自己对文化交流的理解。

二、新课讲解1. 教师通过PPT展示文化交流的定义和重要性，并解释相关词汇。

2. 教师举例说明文化交流的途径和例子，如：国际会议、旅游、网络交流等。

三、小组讨论1. 学生分组讨论，讨论文化交流的挑战和应对策略。

2. 各小组派代表发言，分享讨论成果。

四、课堂练习1. 教师给出关于文化交流的句子，要求学生用所学词汇和句型进行改写。

2. 学生互相批改，教师点评。

第二课时一、复习导入1. 教师提问上节课的学习内容，检查学生对文化交流的理解。

2. 学生回答问题，巩固所学知识。

二、拓展阅读1. 教师提供一篇关于文化交流的文章，让学生阅读并总结文章主旨。

2. 学生分组讨论，分享阅读心得。

三、课堂活动1. 教师播放一段关于文化交流的视频，让学生观看并回答相关问题。

2. 学生讨论视频内容，分享自己的看法。

四、总结与作业1. 教师总结本节课的学习内容，强调文化交流的重要性。

2. 布置作业：写一篇关于文化交流的短文，要求学生运用所学词汇和句型，表达自己的观点。

教学反思：本节课通过讲解、讨论、练习等多种教学方法，让学生了解文化交流的重要性，并学会运用英语进行相关话题的讨论。

在教学过程中，教师应关注学生的个体差异，鼓励他们积极参与课堂活动，提高他们的英语口语表达能力。

同时，教师还需关注学生的跨文化交际能力，培养他们成为具有国际视野的人才。

跨文化交际实用教程 unit41页文档

谢谢你的阅读
❖ 知识就是财富 ❖ 丰富你的人生
71、既然我已经踏上这条道路，那么，任何东西都不应妨碍我沿着这条路走下去。——康德 72、家庭成为快乐的种子在外也不致成为障碍物但在旅行之际却是夜间的伴侣。——西塞罗 73、坚持意志伟大的事业需要始终不渝的精神。——伏尔泰 74、路漫漫其修道远，吾将上下而求索。——屈原 75、内外相应，言行相称。——韩非
1、不要轻言放弃，否则对不起自己。
2、要冒一次险!整个生命就是一场冒险。走得最远的人，常是愿意去做，并愿意去冒险的人。“稳妥”之船，从未能从岸边走远。-戴尔．卡耐基。
梦境பைடு நூலகம்
3、人生就像一杯没有加糖的咖啡，喝起来是苦涩的，回味起来却有久久不会退去的余香。
跨文化交际实用教程 unit 4、守业的最好办法就是不断的发展。 5、当爱不能完美，我宁愿选择无悔，不管来生多么美丽，我不愿失去今生对你的记忆，我不求天长地久的美景，我只要生生世世的轮回里有你。

大学英语跨文化交际 chapter4

Chapter 4 Intercultural Communication BarriersI. Teaching ObjectivesIn this chapter, the teacher should enable the students to:1. understand Intercultural Communication Barriers.2. understand some barriers caused by emotional problems and attitudinal problems.3. analyze various reasons for the persistence of ethnocentrism, stereotyping,prejudice and racism.4. perceive and deal with some barriers caused by translation problems.II. Contents1. Keywords(1) Anxiety: It occurs because of not knowing what one is expected to do, and focusing on thatfeeling and not be totally present in the communication transaction.（焦虑：当人们不知道如何迎合他人对自己的期待，过多的关注自己情绪以至不能全心投入到交际事物中去时，就会产生焦虑。

）(2) Uncertainty: It refers to our cognitive inability to explain our own or other’s feelings andbehaviors in interactions because of an ambiguous situation that evokes anxiety. (不确定：不确定是指人们无法从认知的角度去解释交际活动中自己或他人的感觉及行为，这种认知角度解释能力的欠缺是某种引起焦虑的含糊情境导致的。

跨文化交际Unit 4(大二英语)教学文案