跨文化交际教案-对应教材：浙江大学出版,主编：郑晓泉

IV.Case for Practice
Case 1
Read the material and present your idea to the classmates:
1.What remarks made by Wang shortly after Lisa’s arrival seemed to surpriseher? How did she react?
Culture dictates how to behave
5.Askthe above characteristic.
6.Study the essence of culture shock.
7.Discussthe characteristics of each stage of culture shock.
Rural areas and areas with extremely warm summers have more informal wardrobe requirements.
Women may wear a business dress, or skirt and blouse, in rural areas.
Men may conduct business without wearing a jacket and/or tie in rural areas.
The formality of a meeting, even in rural areas, may dictate a sports jacket and tie for men. The same formality will require a woman to wear a dress, possibly with a jacket.
Women should wear a suit or dress with jacket in major cities. Wearing classic clothing and classic colors of navy, gray, ivory, and white will ensure you give a confident and conservative appearance.
2. DidLisa think the meal unusual?
Case 2
Discuss the reading material and present theopinionof your group to the others.
V.Further reading
1. Read and discuss what is individualism and collectivism? Is their definition different from that ofChina?
4.To get to know the differences of making a visit and parting under the Chinese culture and the target culture.
3.Summarizethe elements that affect intercultural communication.
4.Master the ways that help us to become intercultural.
5. Have them practice Case 1 and Case 2 and present their understanding.
3.《跨文化商务沟通案例教程》，庄恩平，上海外语教育出版社，2004.
教学内容及过程
旁批
教学内容与教学设计：
Teaching Procedures:
I. Warm-upQuestions
Human beings draw close to one another by their common nature, but habits and customs keep them apart.
III.What is culture?
1.Ask the students to find out the different meanings of culture in the form of presentation.
2.Discuss how people get to learn culture.
VII. Assignments：
1. Ex (pp. 22- 24)
2. Understand themain pointsof culture completely.
补充资料
International Business Etiquette and Manners：Appearance
Business suit and tie are appropriate in all major cities. Wear dark colored business suits in classic colors of gray and navy. For an important formal meeting, choose a white dress shirt, for less formal a light blue shirt will still give you a conservative appearance.
课后小结：
跨文化交际课程教案
授课题目：Unit2Cultural Differences in Daily Interactivities
教学时数：
10学时
授课类型：
■ 理论、实践课
教学目的、要求：
1.To get to know the differences of addressing people under the Chinese culture and the target culture;
Casual clothing is appropriate when not attending a work related meeting/dinner. Building a casual wardrobe using classic lines and colors (navy, gray, camel, ivory and white) will give you a look that is stylish and professional even when you are relaxing.
3.The concepts of “culture.
教学难点：
The concepts of “culture”.
教学方法和手段：
主要采用交际法，任务法和讲授法的结合，既重视形式和结构，更要重视内容和功能，培养学生的能力要兼顾语言形式、结构及语言表达的内容与功能。在具体教学方法上不拘一格，灵活多样。
Studying a second language without learning the culture is like learning how to drive a car by studying a driver’s manual and never getting behind a steering wheel.
2.To get to know how to avoid the miscommunication when making greeting during the intercultural communication;
3.To get to know that some conversation topics shall be avoided;
2.Analyzethe importance and implications of culture and context.
VI.Intercultural Communication
1.Analyzethe word formationintercultural.
2.Ask the students what their first feelings are about intercultural communication.
II.Pre-reading
1.Havethe students read the reading material.
2.Ask them to find out the main points.
3.Ask them to list theculturaldifferences in it.
4.Let them think over the questionwhat is culture?.
Clothing, whether formal or casual, should be clean and neat in appearance.
Men may generally wear jeans or khaki pants with a shirt for casual attire.
跨文化交际课程教案（对应教材是：浙江大学出版社，郑晓泉主编）
授课题目：Unit 1UnderstandingCultureand InterculturalCommunication
教学时数：
8学时
授课类型：
■ 理论、实践课
教学目的、要求：
1.To get a general idea of the concepts of “culture”, “cultural difference”, “communication” and “intercultural communication”；
交际练习主要为引导学生分role-play和presentation等活动达到练习的目的；
整体把握上结合使用归纳法和演绎法，既可在归纳中演绎，又可在演绎之后再归纳；坚持教师为主导，学生为主体，充分调动学生学习的积极性和主动性。