跨文化交际 教案本

1、博学笃行严谨创新西南科技大学教案本 2016-2017 学年 1 学期系（部）-专业英语课程跨文化交际班级英语 14 级本科任课教师-前言艺高为师，德高为范。被时代誉为使学生走向科学宝库的引路人，时代模范的人民教师，承担着传递人类智慧，提高全民素质的神圣使命。教育是一门科学，要求真；教育是一门事业，要奉献；教育是一门艺术，要创新。教案是课堂教学的蓝图，好的教案应该是一种创造。教案可从不同层面进行定义：定义层面：教案是根据教学内容而策划的教学安排；技术层面：教案是根据教学内容、教学要求而进行的结构完整、目标明确、过程清晰的教学策略；艺术层面：教案既是具有理性色彩，又具有诗意手法的教学蓝图，是教学

2、文化底蕴、个人智慧和和教学艺术的结晶。教师在备课时应做到根据培养目标的要求备学生实际、备教学大纲、备教学内容、备教学方法和教具等。教师应做到：了解、分析该班学生情况；制定学年（期）教学计划；认真做教案；认真考勤；期末写出教学总结。教务处二一一年教案时间安排第周，总第 1 次课章节名称lecture 1 Introduction教学目的Learn the purpose of learning the course.Learn the notions of Culture, Communication and Intercultural Communication.Learn the diffe

3、rences between Chinese and Western cultures 教学重点与难点Learn the notions of Culture, Communication and Intercultural Communication.教学内容与过程设计I. Warm-up Cases Please discuss the cases in groups and make a comment on it. Case 1: Showing Concern In China: Xiao Li (an interpreter): You must be very tired. Yo

4、ure oldCatherine (an elderly American lady): Oh, Im NOT old, and Im NOT tired. Comment What the interpreter said is quite courteous in China. It means, “If you are tired, we can take a little rest, since you are getting on in years.”The interpreter gave the impression that he thought the elderly lad

5、y would collapse any minute if she doesnt rest immediately. Comment In the West, there is a value placed in being young that many people consciously, or subconsciously, are not willing to accept that they are growing old. In the West: A: How are you doing now? Would you like to rest?B: No, not a bit

6、.The way of showing concern is different. In China In the WestCase 2 First Offer A Canadian colleague and I traveled to Guilin with our admirable guide Heping Liu in very hot weather. Sightseeing is a thirsty business. We did not trust the water, and enjoyed excellent beer. We politely offered some

7、to Heping but he refused. We said nothing and drank our beer, while poor Heping watched. On another day, Heping quickly accepted our offer of beer. Questions for discussionIn your daily life, do you often accept first offer? If yes, in what situation? CommentI. Why take Intercultural Communication?

8、The Purpose The general purpose of this course is to understand the ways in which culture interrelates with and effects communication processes. Intercultural learning involves affective and behavioral processes, as well as cognitive ones. Throughout this course, you will have the opportunity to gai

9、n knowledge, skills and attitudes that will increase your intercultural communication competence. The Objectives 1) To explore cultural self-awareness, other culture awareness and the dynamics that arise in interactions between the two. 2) To understand how communication processes differ among cultu

10、res. 3) To identify challenges that arise from these differences in intercultural interactions and learn ways to creatively address them. The ReasonsDevelopment of Science &Technology Globalization of EconomyWidespread ImmigrationDevelopment of MulticulturalismInternational CommunicationInterrac

11、ial Communication Interethnic Communication or minority communicationII. What Is Culture? 1. Define cultures yourself Please write down whatever comes to your mind when you hear or think of culture. Next, try to figure out how they are related to culture.2. Definitions of Culture 1) Culture is the t

12、otal way of life that a group of people shares.2) Culture is a system of shared beliefs, values, customs, behaviors, and artifacts that the members of a society use to cope with their world and with one another, and that are transmitted from generation to generation through learning. 3) Culture is a

13、n Integrated system of learned behavior patterns which are characteristic of the members of a society and which are not the result of biological inheritance.4) Culture is the deposit of knowledge, experience, beliefs, values, actions, attitudes, meanings, hierarchies, religion, notions of time, role

14、s, spatial relations, concepts of the universe, and artifacts acquired by a group of people in the course of generations through individual and group striving(努力,奋斗 ). 5) Culture is the total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared

15、, learned and passed down through the generations in an identifiable group of people.3. Elements of Culture4. Three Ingredients of Cultureartifactsconcepts (beliefs, values, world views)behavior e.g. Whereas the money is considered an artifact, then value placed on it is a concept, the actual spendi

16、ng and saving of the money is behavior. 5. Characteristics of Culture III. What Is Communication Can you give some examples to explain the word communication? What is communication? 1.Definition of Communication Generally speaking, communication can be defined as a dynamic, symbolic, transactional a

17、nd contextual process in which people create shared meanings or messages. 2.Basic aspects to CommunicationOur individual personalityThe culture we operate inThe physical environment that surrounds us2.Model of Intercultural Communication The more similarities two cultures share, the less influence c

18、ulture will have on communication. Therefore, the less messages will be changed during communication.The less the cultures are alike, the greater the influence of culture on communication will be, and the more likely the messages will be changed. Misunderstanding in intercultural communication often

19、 arises here. 3. Barriers in Intercultural Communication Language differencesNonverbal communicationStereotypes (陈规,成见 ) Cultural bias on judgmentsHigh level of stressV. The Differences between Chinese and Western Cultures Western: small, intimate family, retirement home, the old are separated, chil

20、dren leave early; being independent and look after themselves. Parents never interfere with their children affairs when they are old enough. western: performance oriented, little rote(死记硬背) memory, ability to solve problems; practical competence of running a business is more important. Western:, tim

21、e oriented relationships (work, free time), make an appointment before you go to see anyone, no appointment, no business. Law superior to friendship and kinsfolk.Colors No two languages are ever sufficiently similar to be considered as reprinting the same social reality. The worlds in which differen

22、t societies live are distinct worlds, not merely the same world with different labels attached. Red paper bag containing money as a gift VI. Case Study VII. Summary Why take Intercultural Communication?Culture CommunicationIntercultural CommunicationThe Difference between Chinese and Western Culture

23、s VIII. Exercises 1. Matching the terms with their definitions A. culture B. communication C. ethnocentrism D. intercultural communication E. business communication1.( ) The belief that your own cultural background, including ways of analyzing problems, values, beliefs, language, and verbal and nonv

24、erbal communication, is superior. 2.( ) The total accumulation of beliefs, customs, values, behaviors, institutions and communication patterns that are shared, learned and passed down through the generations in an identifiable group of people. 3.( ) A process by which information is exchanged betwee

25、n individuals through a common system of symbols, signs, or behavior, or the exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior. 4.( )The communication is within business and administration, aiming at a common objective and profits for both the individuals an

26、d organizations.5.( ) The communication between people from different cultures when a member of one culture produces a message for consumption by a member of another culture. Exercises 2. Comprehension Check Decide whether the following statements are true (T) or false (F)._ 1. As a phenomenon, inte

27、rcultural communication has existed for thousands of years. However, as a discipline, its history is only about fifty years._2. Intercultural Communication as a discipline first started in Europe. _3. Culture is a static entity while communication is a dynamic process._4. Culture can be seen as shar

28、ed knowledge, what people need to know in order to act appropriately in a given culture._5. Although cultural stereotype has its limitations (over-generalization), it still contributes to a persons cultural cognition._6. In intercultural communication, we should separate ones individual character fr

29、om cultural generalization. _7. Cultural mistakes are more serious than linguistic mistakes. The linguistic mistake means that someone is not fully expressing his or her idea while cultural mistakes can lead to serious misunderstanding and even ill-feeling between individuals. _8. All people of the

30、same nationality will have the same culture._9. Although two cultures may share the same ideas, their meaning and significance may not be the same._10. Ones actions are totally independent of his or her culture. Exercises 3. Cultural Puzzles Read the following situations and choose the appropriate a

31、nswer(s). There may be more than one possible answer for each cultural puzzle. 1. What would you do if someone told you to use his or her first name, but you felt uncomfortable doing this?a. You could continue to use the persons last name without explaining why.b. You could try to use the persons fi

32、rst name even though you feel uncomfortable doing this.c. You could ask the person, “Is it OK if I use your last name?”1. a) No. Ignoring others suggestion is impolite and offensive.B) Yes. When you try something new, it may be difficult at first. After a while, you will get accustomed to it.C) Yes.

33、 You could learn about others customs by asking for cultural explanations.2. Situation: An American woman received a letter from a recently married Japanese friend. The Japanese woman wrote in her letter, “My husband is not very handsome. Your husband is much more handsome than mine.” The American w

34、oman was very surprised at what her friend wrote. 1) Why do you think the American was surprised?a) The American woman saw a picture of her friends husband and thought that he was very handsome.b) The American woman didnt think her own husband was handsome.c) In the U.S., it is disrespectful to say

35、that ones husband is not handsome. 1) a) No. Even if this was true, she wouldnt expect a wife to say this about her own husband. To her, the Japanese woman insulted her own husband.B) No. Even if this was true, she wouldnt expect the Japanese woman to compare their husbands appearance.C) Yes. If an

36、American woman said this about her husband, people might think that they didnt have a good relationship.2) Why do you think the Japanese woman wrote, “My husband is not very handsome ”? a) The Japanese woman was trying to tell her American friend that she did not like her husband very much.b) It is

37、uncommon in Japan to compliment ones husband.c) The Japanese woman didnt think her husband was handsome, but she liked his personality. 2) a) No. This would not be a Japanese way for a wife to say that she didnt like her husband.B) Yes. In Japan, a person would be considered boastful and not modest

38、enough if he or she complimented his or her family members in front of others. IX. Assignments Case Study To Be Direct or Not2. Video Watching Gua Sha 刮痧Case study In the United States, public criticism is one of a number of techniques that can be used quite effectively to change personnels behavior

39、. In the world of Islam, however, where the preservation of dignity and slef-respect is absolutely essential, public reprimand will be totally counterproductive(产生不良后果的 ). If Arabs feel that they have suffered a loss of personal dignity because they have been criticized in public, they take it as a

40、dishonor to both themselves and their families. And when Sam insisted on using this “motivational” technique, the individual at whom the reprimand was directed was not only hurt for the open humiliation(丢脸;羞辱 ) but also loses the respect of fellow workers witnessing it.教学后记*教学内容与过程设计的主要内容包括（供参考，编写教案

41、时自行删除）：一、根据教学大纲、教学目的以及教材特点选择教学内容；二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点；三、课堂教学环节及各环节的大致时间安排。*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。*“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。教案时间安排第周，总第 2 次课章节名称Unit1 Communication Across Culture教学目的Learn the communica

42、tion Across culture教学重点与难点The communication across culure教学内容与过程设计Warm UpQuestions1. Why is it difficult to explain to a blind person what colors are?2. Do you sometimes find it hard to make yourself properly understood by others? If you do, why do you think it is hard? It is very difficult for peop

43、le to understand one another if they do not share the same experiences. Of course, we all share the experience of being human, but there are many experiences which we do not share and which are different for all of us. It is these different experiences that make up what is called culture in the soci

44、al sciences the habits of everyday life, the cues to which people respond, the automatic reactions they have to whatever they see and hear. These often differ, and the differences may introduce misunderstandings where we seek understanding.Reading IIntercultural Communication：An IntroductionComprehe

45、nsion questionsIs it still often the case that “everyones quick to blame the alien” in the contemporary world?This is still powerful in todays social and political rhetoric. For instance, it is not uncommon in todays society to hear people say that most, if not all, of the social and economic proble

46、ms are caused by minorities and immigrants.2. Whats the difference between todays intercultural contact and that of any time in the past?Todays intercultural encounters are far more numerous and of greater importance than in any time in history.3. What have made intercultural contact a very common p

47、henomenon in our life today?New technology, in the form of transportation and communication systems, has acceleratedintercultural contact; innovative communication systems have encouraged and facilitated culturalinteraction; globalization of the economy has brought people together; changes in immigr

48、ationpatterns have also contributed to intercultural encounter.4. How do you understand the sentence “culture is everything and everywhere”?Culture supplies us with the answers to questions about what the world looks like and how welive and communicate within that world. Culture teaches us how to be

49、have in our life from theinstant of birth. It is omnipresent.5. What are the major elements that directly influence our perception and communication?The three major socio-cultural elements that directly influence perception and communicationare cultural values, worldview (religion), and social organ

50、izations (family and state).6. What does ones family teach him or her while he or she grows up in it?The family teaches the child what the world looks like and his or her place in that world.7. Why is it impossible to separate our use of language from our culture?Because language is not only a form

51、of preserving culture but also a means of sharing culture.Language is an organized, generally agreed-upon, learned symbol system that is used to representthe experiences within a cultural community.8. What are the nonverbal behaviors that people can attach meaning to?People can attach meaning to non

52、verbal behaviors such as gestures, postures, facial expressions,eye contact and gaze, touch, etc.9. How can a free, culturally diverse society exist?A free, culturally diverse society can exist only if diversity is permitted to flourish withoutprejudice and discrimination, both of which harm all mem

53、bers of the society.Discovering Problems: Slim Is Beautiful?Questions for discussionWhich do you think is the mark of beauty, thin or fat? Why is it often said that beauty is in the eye of beholder?Group Work First share with your group member whatever experiences you have had in communication event

54、s that can be considered as intercultural. Then work together to decide whether each of the followingcases of communication is possibly intercultural or not and, if it is, to what extent it is intercultural.Try to place all the cases along a continuum of interculturalness, from the most intercultura

55、l to the least intercultural.DebateThe class is to be divided into two groups and debate on the two different views mentioned in the following on intercultural communication. State your point of view clearly and support your argument with convincing and substantive evidence.教学后记*教学内容与过程设计的主要内容包括（供参考

56、，编写教案时自行删除）：一、根据教学大纲、教学目的以及教材特点选择教学内容；二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点；三、课堂教学环节及各环节的大致时间安排。*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。*“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。教案时间安排第周，总第 3 次课章节名称Unit 1 Communication Across Culture教学目的How to Ask Directions 教学重点与难点How to Ask Directions 教学内容与过程设计Reading IIThe Challenge of GlobalizationComprehension questions1. Why does the author say that our understanding of the world has changed?Many things, such as political changes and technological advances, have changed the worldvery rapidly. I