跨文化交际教案-对应教材：浙江大学出版

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:Unit1UnderstandingCultureandInterculturalCommunication

教学时数：8学时授课类型：■理论、实践课

教学目的、要求：

1.Togetageneralideaoftheconceptsof“culture","culiuraldifference”,"communication”and

"interculturalcommunication^；

2.Tounderstandthemeaningofinterculturalcommunication,itshistoryofthedevelopment.

3.lbraisestudcnts,awarenessoftheimportanceofpolitenessandappropriatenessinintercultural

communication.

教学重点：

1.Themeaningofinterculturalcommunication,itshistoryofthedevelopment.

2.Theimportanceofpolitenessandappropriatenessininterculturalcommunication.

3.Theconceptsof"culture.

教学难点：

Theconceptsof“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。

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。

参考资料:

1.CCTV“希望英语”节目.

2.《跨文化交际》,顾曰国，外语教学与研究出版社，1997年.

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：

TeachingProcedures:

I.Warm-upQuestions

Humanbeingsdrawclosetooneanotherbytheircommonnature,but

habitsandcustomskeepthemapart.

Studyingasecondlanguagewithoutlearningthecultureislikelearning

howtodriveacarbystudyingadriversmanualandnevergettingbehinda

steeringwheel.

1.Askthestudentstoreadtheabovetwoproverbsandtrytoguesswhosaid

them.

2.HavethemthinkoverthequestionWhatconclusionsdoyoudrawfromthe

abovetwoproverbs?.

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.Askthemtolisttheculturaldifferencesinit.

4.Letthemthinkoverthequestionwhatisculture?.

III.Whatisculture?

1.Askthestudentstofindoutthedifferentmeaningsofcultureintheformof

presentation.

2.Discusshowpeoplegettolearnculture.

3.Discusshowtoconfrontdifferentculture,andwhatrightattitudesare.

4.Summarizethecharacteristicsofculture:

Cultureisholistic

Cultureiscoherent

Cultureisconstantlychangeable

Cultureislearnedandacquired

Cultureissharedandtransmitted

Culturerankswhatisimportant

Culturesfurnishesattitudes

Culturedictateshowtobehave

5.Askthemtoprovideaexampleforeachoftheabovecharacteristic.

6.Studytheessenceofcultureshock.

7.Discussthecharacteristicsofeachstageofcultureshock.

IV.CaseforPractice

Case1

Readthematerialandpresentyourideatotheclassmates:

1.Whu(remarksmadebyWUH^shortlyaflerLisaSarrivalseenied(usurprise

her?Howdidshereact?

2.DidLisathinkthemealunusual?

Case!

Discussthereadingmaterialandpresenttheopinionofyourgrouptotheothers.

V.Furtherreading

1.Readanddiscusswhatisindividualismandcollectivism?Istheirdefinition

differentfromthatofChina?

2.Analyzetheimportanceandimplicationsofcultureandcontext.

VI.InterculturalCommunication

1.Analyzethewordformationintercultural.

2.Askthestudentswhattheirfirstfeelingsareaboutintercultural

communication.

3.Summarizetheelementsthataffectinterculturalcommunication.

4.Masterthewaysthathelpustobecomeintercultural.

5.HavethempracticeCase1andCase2andpresenttheirunderstanding.

VII.Assigiuneiils：

1.Ex(pp.22-24)

2.Understandthemainpointsofculturecompletely.

补充资料

InternationalBusinessEtiquetteandManners：Appearance

Businesssuitandlieareappropriateinallmajorcities.Weardarkcoloredbusiness

suitsinclassiccolorsofgrayandnavy.Foranimportantformalmeeting,chooseawhite

dressshirt,forlessformalalightblueshirtwillstillgiveyouaconservativeappearance.

Womenshouldwearasuitordresswithjacketinmajorcities.Wearingclassicclothing

andclassiccolorsofnavy,gray,ivory,andwhitewillensureyougiveaconfidentand

conservativeappearance.

Ruralareasandareaswithextremelywarmsummershavemoreinformalwardrobe

recuirements.

Womenmaywearabusinessdress,orskirtandblouse,inruralareas.

Menmayconductbusinesswithoutwearingajacketand/ortieinruralareas.

Theformalityofameeting,eveninruralareas,maydictateasportsjacketandtiefor

men.Thesameformalitywillrequireawomantowearadress,possiblywithajacket.

Casualclothingisappropriatewhennotattendingaworkrelatedmeeting/dinner.

Buildingacasualwardrobeusingclassiclinesandcolors(navy,gray,camel,ivoryand

while)willgiveyoualookthatisstylishandprofessionalevenwhenyouarerelaxing.

Clothing,whetherformalorcasual,shouldbecleanandneatirappearance.

Menmaygenerallywearjeansorkhakipantswithashirtforcasualattire.

课后小结：

跨义化交际课程教案

授课题目：Unit2CulturalDifferencesinDailyInteractivities

教学时数：10学时授课类型：■理论、实践课

教学目的、要求：

1.TogettoknowthedifferencesofaddressingpeopleundertheChinesecultureandthetarget

culture;

2.Togettoknowhowtoavoidthemiscommunicationwhenmakinggreetingduringthe

interculturalcommunication;

3.Togettoknowthatsomeconversationtopicsshallbeavoided;

4.TogettoknowthedifferencesofmakingavisitandpartingundertheChinesecultureandthe

tarJg,etculture.

教学重点：

1.ThedifferencesofaddressingpeopleundertheChinesecultureandthetargetculture

2.Themiscommunicationwhenmakinggreetingduringtheinterculturalcommunication.

教学难点：

Themiscommunicationwhenmakinggreetingduringtheinterculturalcommunication

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。

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，乂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。

参考资料:

1.CCTV“希望英语”节目；

2.《跨文化交际》,顾曰国，外语教学与研究出版社，1997年.

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：

TeachingProcedures:

Greeting

I.Warm-upQuestions

WheninRome,doastheRomansdo.

Onemansmeatisanotherman3poison.

1.Askthestudentstoreadtheabovetwoproverbsandtrytoguesswhosaid

them.

2.HavethemthinkoverthequestionWhatconclusionsdoyoudrawfromthe

abovetwoproverbs?

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.Askthemtolisttheculturaldifferencesinit.

4.Letthemthinkovertherelationbetweenhospitalityandprivacy.

III.GreetingCarefullyWheninDifferentCultures

1.Askthestudentstothinkoverthequestionwhypeopleexchangegreetingsis

roughlysimilarindifferentcultures?.

2.Findoutthewordsthatpeopleusetogreeteachotherthatarequitedifferent

fromculturetoculture.

3.Discussthefunctionsofaudiblegreetingsandphysicalgreetings,andask

somestudentstowritethemdownontheblackboard.

4.Summarizethecharacteristicsofgreetings.

5.Askthemtoprovideaexampleforeachoftheabovecharacteristic.

6.Studytheessenceofgreeting.

IV.CaseforPractice

Readthematerialandactitoutinclass.:

V.Furtherreading

1.AnalyzewhythenaiTatorwasfacingadilemmaandlistthereasonsasa

presentation.

2.Discusstheimportanceofcollectivist.

Addressing

I.Presentation

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.AskthemtolistthedifferencesofaddressinginChinaandthewest.

III.Waysofaddressing

1.AskthestudentstofindouttheaddressformsinChina.

2.Findouttheaddressformsinthewest.

3.Havethestudentstolistthemontheblackboard.

4.Summarizethecharacteristicsofthedifferentformsofaddressingbetween

Chinaandthewest.

IV.CaseforPractice

Readthematerialanddiscussthequestionswithyourgroupmembers:

0WhydidLindaWhiteaskherstudentscallher"Linda"or"Ms.Jonesf,,

butnot"Teacher''?

0WhydidZhangNancylookconfused?

V.Furtherreading

1.Analyzetheimportanceofpowerandrank.

2.Discusshowrankandpowerinfluencethewayspeopleaddresstoeachother.

VI.Self-Study

1.Visiting

2.Gift-Giving

VII.Assignments：

l.Ex(pp.48-50)

2.Understandthemainpointsofculturedifferencesindailyinteractivities.

补充资料

TheDo'sandDon'tsofBusinessExpansion

Planyourexpansion

Duringtheplanningphase,askyourself:

•Whatistherealdemandforyourproductsorservicesrightnow?

•Whatistheprojecteddemandtorthemoverthenexttwotofiveyears?

•Howbigdoyouneedtogrowinordertomeetthatdemand?

Don,tover-expand

Asaruleofthumb,plancapacitybasedonafive-yearprojectionofdemandandallowanadditional

10%ofcapacityoverandabovethatforperiodsofheavydemandorforpartialdown-timeinanypartof

yourbusiness.Morethanthiscouldbeveryriskyandleaveabusinesswithoverheadsitcan'tcopewith.

DevelopaProjectManagementSchedulefortheexpansion

Thismaysoundself-evident,butmanybusinessesexpandwithoutircalingtheexpansionlikeaproject-

oneofthemostsignificantitwilleverundertake.

Whendrawingupaprojectmanagcmcnlschedule:

•Identifykeydeliverables

•Attachdatestothesedeliverables

•Identifykeyresponsibilities

课后小结：

跨文化交际课程教案

授课题目:Unit3CulturalDifferencesinSocialValue

教学时数:10学时授课类型:■理论、实践课

教学目的、要求:

1.TogettoknowthedifferencesbetweenChineseandEnglishcompliments;

2.TogettoknowthedifferencesofthecommonresponseformulasofEnglishandChinese

compliments;

3.TogettoknowthedifferencesofthecommonresponseformulasofEnglishandChinese

compliments;

4.Togettoknowhowtoavoidthemiscommunicationwhenmakingcomplimentsduring

interculturalcommunication;

5.TogettoknowthedifferencesofgratitudeandapologyinEnglishandChinese;

6.TogettoknowthesimilaritiesanddifferencesbetweentheChinesewayandtheAmericanway

ofgiftsgivingandgiftsreceiving.

教学重点：

1.ThedifferencesbetweenChineseandEnglishcompliments

2.ThedifferencesofgratitudeandapologyinEnglishandChinese

教学难点：

ThedifferencesofgratitudeandapologyinEnglishandChinese

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。

交际练习主要为引导学生分role-play和prestnlaliun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。

参考资料:

1.CCTV“希望英语”节目；

2.《跨文化交际》,顾日国，外语教学与研究出版社，1997年.

教学内容及过程旁批

教学内容与教学设计：

TeachingProcedures:

Politeness

I.Warm-upQuestions

Everymantohistastes.

Lovemakestheworldgoround

1.Askthestudentstoreadtheabovetwoproverbsandtrytoguesswhosaid

them.

2.HavethemthinkoverthequestionWhatconclusionsdoyoudrawfromthe

abovetwoproverbs.

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.Askthemtothinkover:

Whatresponsesdoyouthinktheforeignersexpectwhentheycomplimentthe

otherpeople?Whatdoyouthinktheywouldfeelwhentheircomplimentswere

deniedbytheChinese?

III.GreetingCarefullyWheninDifferentCultures

1.Askthestudentstofindoutthesuitableresponsesforcomplimentsandwhy

theyaresuitable.

2.Askthestudentstofindoutthesuitableresponsesforapologiesandwhy

theyaresuitable.

3.Askthestudentstofindoutthesuitableresponsesforthanksandwhythey

aresuitable.

4.DiscussotherdifferencesinpolitenessbetweenChineseandEnglish.

IV.CaseforPractice

Readthematerialanddiscussthethreequestions(p.57)withyourgroup

membersandthenpresenttheminfrontoftheclass.

V.Furtherreading

1.AnalyzethedevelopmentofthedifferentcommunicationstylesinChinaand

thewest.

2.Discusstheimportanceofcollectivist.

Friendship

I.Presentation

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.AskthemtolistthedifferentattitudestowardfriendshipinChinaandthe

west.

III.Waysnfaddressing

1.Askthestudentstofindoutwhatpeopleexpecttogetfromfriendshipin

China.

2.Askthestudentstofindoutwhatpeopleexpecttogetfromfriendshipinthe

west.

3.Havethestudentstolistthemontheblackboardanddrawsomeconclusions

fromthem.

4.Letthemmakearesearchintohospitality,privacyanddistance,andpresent

themindifferentgroups.

IV.CaseforPractice

Readthematerialanddiscussthequestionswithyourgroupmembers:

•WhydidYan^Ruifangthinktherelationshipwasdevelopingwell?

•FromthiscasewhatdoyouthinkAustraliansandotherWesterners

expectfromtheirfriends?

•GiveadvicetoCathyandtoYangRuifangtohelpthemrestoretheir

friendship?

V.Furtherreading

1.AnalyzethedifferentformsofChinesehospitality.

2.Discusshowpeoplesattitudesaredifferentinhospitality

VLSelf-Study

5.Familyrelationship.

6.Education

VII.Assignments：

1.Ex(pp.76-78)

2.Understandthemainpointsofculturedifferencesinsocialvalues.

补充资料

请你想一想，在与人初次谋面的时候，我们需要注意哪些问题呢？

1.目光交流：要和对方有一个目光交流，而不应该左顾右盼。

2.称谓的选择和使用：一般情况下，在商务活动中，有两套称谓方法，第一种就是称对方为某某

先生、某某女士，这也是最为稳妥和最为普遍的•种称谓方式；第二种我们可以称呼他的职务。

3.互换名片：要双手拿出自己的名片，这时候有一个停顿，要注意将名片的方向调整到最适合对

方观看的位置，再双手递过去。双手接过对方的名片，要简单地看一下_£面的内容，既不要把它直

接放在兜里或放在其他位置根本不看，也不要长时间地拿在手里不停地找弄，而应该把名片放在专

用的名片夹中，尽量避免把名片放在口袋中，或者放在其他的位置。

4.其他注意事项：社交场所是禁止吸烟，禁止大声喧哗的，要注意音量的控制。

课后小结：

跨文化交际课程教案

授课题目:Unit4CulturalDifferencesinSocialVa加eConnotativeMeaning

教学时数：10学时授课类型：■理论、实践课

教学目的、要求：

1.Togettoknowthedifferencesofsomecultureloadedwordssuchasdragon,phoenix,giantin

theChineseandEnglishculture;

2.TogettoknowthedifferencesofsomecolorwordsintheChineseandEnglishculture;

3.TogettoknowthetaboosinChineseandEnglishculture;

4.TogettoknowthedifferencesinculturalthoughtpatternsundertheChinesecultureandthe

target

教学重点：

1.Thedifferencesofsomecultureloadedwords

2.ThetaboosinChineseandEnglishculture

教学难点：

Thedifferencesinculturalthoughtpatterns

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。

交际练习主要为引导学生分role-playWpresentation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。

参考资料:

1.CCTV“希望英语”节目；

2.《跨文化交际》顾曰国，外语教学与研究出版社，1997年.

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：

TeachingProcedures:

Color

I.Warm-upQuestions

Noonewhenheusesawordhasinmainexactlythesamethingthatanotherhas,

andthedifference,howevertiny,sendsitstremorsthroughoutlanguage.

Thelimitsofmylanguagearethelimitsofmyworld.

1.Askthestudentstoreadtheabovetwoproverbsandtrytoguesswhosaid

them.

2.HavethemthinkoverthequestionWhalconclusionsdoyoudrawfromthe

abovetwoproverbs.

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.Askthemtothinkover:whydifferentcultureshavedifferentsymbolsfor

similarcolors?

III.SameColorinDifferentCultures

1.Askthestudentstofindoutpeople'ssamefeelingtowardthesamecolors.

2.Askthestudentstofindoutthepeople'sdifferentfeelingstowardthesame

colors,andtrytofindoutthereasons.

3.Askthestudentstosummarizetheelementsthataffectpeople'scognition

intocolor.

IV.CaseforPractice

Readthematerialandtranslate(p.84)withyourgroupmembersandtryto

findtherelationbetweenthemeaningandthecolorofcolorwords.Then

presentyouropinioninfrontoftheclass.

V.Furtherreading

1.Analyzethecolorwordsineconomyandtheirrelationbetweenliteral

meaningandconnotativemeaning.

2.DiscussthemeaningofcolorwordsinEnglishandChineseculture.

Number

I.Presentation

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.AskthemtolistthedifferentattitudestowardnumberinChinaandthewest.

III.NumbersPenetrateintoEveryAspectofHumanLife

1.Askthestudentstofindouthownationalpsychologyaffectspeoples

attitudestowardsnumber.

2.Askthestudentstofindouthowreligiousbeliefaffectspeoplesattitudes

towardsnumber.

3.Askthestudentstofindouthowmythologyaffectspeoplesattitudestowards

number.

IV.CaseforPractice

Readthematerialanddiscussthequestionswithyourgroupmembers:

•Doyoubelievein''luckynumbersf,?Why?

•Whatdoyouthinkisthekeytosuccess?

V.Furtherreading

1.Whatnumbersareluckyones?

2.Whatarethesuitableattitudestowardsnumbers?

VI.Self-Study

4.AssociativeTarget.

5.Taboo

VII.Assigiiineiils：

1.Ex（pp.114-115）

2.Understandthemainpointsofculturedifferencesinconnotativemeanings.

补充资料

在中国文化中有“七日来复”、“正月初七为人日”、“山中方七日，世上已千年”之说。不过，“七”

在汉语中却是被人们常常忌讳的数字。给人送礼时忌七件或七样，饭桌上的菜绝不能是七盘。人们

在挑选吉口良辰时不挑七、十七或二十七。其原因一是与中国人崇尚偶数的心理有关，二是与中国

祭奠死者的传统有关。

在西方“seven”却是个神圣的数字。四方人讲究七种美德，七次圣餐，人生有七个时期。这是

因为它与神圣有关。例如，上帝用六天创造了世界，第七天为休息日；耶酥劝告人们原谅别人要七

乘七四十九次之多；圣母玛丽亚有七件快乐的事，七件悲哀的事；主祷文共有七部分：圣灵有七件

礼物。

在中国“六”是一个时空谐和数，我们常说“眼观六路，耳听八方”，六路即前、后、左、右、

上、下，或天地四方，亦即三维空间的六个方向。“六”在中国人看来是个最吉祥不过的数字。俗语

“六六大顺”即是最好的印证。英语中的“six”却不是一个受欢迎的数字，人们视6为大凶数或野

兽数,这从以下习语中也可见。如:atsixesandsevens（乱七八糟；糊涂的;迷茫的这hitsb.forsix/

knocksb.six（给敌人/某人以毁灭性打击）、sixpenny（不值钱）、sixofoneandhalfadozenoftheother

（半斤八两，差不多）等。

课后小结:

跨义化交际课程教案

授课题目：Unit5CulturalDifferencesinNonverbalCommunication

教学时数：10学时授课类型：■理论、实践课

教学目的、要求：

1.Togettoknowthestatusandthestudyareaofnon-verbalcommunication;

2.Togettoknowtheculturaldifferencesinnonverbalcommunication;

3.Togettoknowthetimelanguage,spacelanguageandbodylanguage;

4.Togettoknowtheculturaldifferencesimpliedinposture,gesture,facialexpressions,eye

contact,smellandparalanguage.

教学重点：

1.Thestatusandareaofnon-verbalcommunication

2.Theculturaldifferencesinnonverbalcommunication

3.Timelanguage,spacelanguageandbodylanguage

教学难点：

Culturaldifferencesimpliedinposture,gesture,facialexpressions,eyecontact,smelland

paralanguage.

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，更耍重视内容和功能，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。

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。

参考资料:

1.CCTV“希望英语”节目；

2.《跨文化交际》顾曰国，外语教学与研究出版社，1997年.

教学内容及过程旁批

教学内容与教学设计：

TeachingProcedures:

NonverbalCommunication

I.Warm-upQuestions

Thereslanguageinhereyes,hercheek,herlip,Nay,herfootspeaks.

Inhumanintercoursethetragedybeginsnotwhenthereismisunderstanding

aboutwords,butwhensilenceisnotunderstood.

1.Askthestudentstoreadtheabovetwoproverbsandtrytoguesswhosaid

them.

2.HavethemthinkoverthequestionWhatconclusionsdoyoudrawfromthe

abovetwoproverbs.

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.Askthemtothinkover:whynonverbalcommunicationcauses

miscommunication.

III.WeCommunicatewithMorethantheWordsWeSpeak

1.Askthestudentstofindouthowpeople'semotionsarereflectedintheir

gestures.

2.Askthestudentstofindouthownonverbalcommunicationvariedfrom

culturetoculture.

3.Askthestudentstothinkover:Isnonverbalcommunicationuniversal?

TV.CaseforPractice

Readthematerialandtranslate(p.120)withyourgroupmembersandtryto

discussthefollowingquestions.Thenpresentyouropinioninfrontoftheclass.

.Whydidtheprincipaldecidethegirlwasguilty?

WhatshouldthegirldowhenshetalkedwiththeadultaccordingtoPuerto

Ricanculture?

V.Furtherreading

1.Readthetext.

2.Summarizethefunctionsofnonverbalcommunication.

BodyLanguage

I.Presentation

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.AskthemtolistthedifferentreflectionstowardthesamegesturesinChina

andthewest.

III.BodyLanguage-TransmitsInformationThroughGestures,Actions,

FacialExpression...

1.Askthestudentstofindoutthemeaningsofdifferentpostures.

2.Askthestudentstofindoutthemeaningsofdifferentgestures.

3.Askthestudentstofindoutthefunctionofeyecontact.

4.Askthemtofindoutthemeaningsofdifferentfacialexpressions.

IV.CaseforPractice

Readthematerialanddiscussthequestionswithyourgroupmembers:

•WhydidJiangYiuneikeepsilent?

•WhatfalseassumptionsdidLindamake?

•Canyougiveanyadvicetoeachofthesewomentohelpthemavoid

similarmisunderstandingsinthefuture?

VFurtherreading

1.HavethestudentstolistthefingergesturesusedbytheAmericans.

2.Discussthedifferentmeaningsofeachsign.

VI.Self-Study

5.Paralanguage.

6.Objectlanguage.

VII.Assignments：

1.Ex(pp.154-156)

2.Understandthemainpointsofculturedifferencesinnonverbal

communication.

补充资料

BasicExpressionsaboutEstablishingBusinessRelations

1.We'vecoinetoknowyournair.eandaddressfromtheCommercialCounselor'sOfficeofthe

ChineseEmbassyinLondon.

我们从中国驻伦敦大使馆的商务参赞处得知你们的名字和地址。

2.BythecourtesyofMr.Black,wearegiventounderstandthenameandaddressofyourfirm.

承蒙布莱克先生的介绍，我们得知贵公司的名称和地址。

3.Wearewillingtoenterintobusinessrelationswithyourfirm.

我们愿意与贵公司建立业务关系。

4.Yourfirmhasbeenintroduced(recommended,passedon)tousbyMapleCompany.

枫叶公司向我方介绍了贵公司。

5.Ourmutualunderstandingandcooperationwillcertainlyresultinimportantbusiness.

我们之间的相互了解与合作必将促成今后再要的生意。

6.Weexpressourdesiretoestablishbusinessrelationswithyourfirm.

我们愿和贵公司建立业务关系。

课后小结：

跨文化交际课程教案

授课题目：Unit6CulturalVariationsinNegotiationStyles

教学时数：10学时授课类型：■理论、实践课

教学目的、要求：

1.TomasterthewritingstylesofinterculturalbusinessEnglishwriting;

2.Todiscussthefeaturesofinterculturalbusinessnegotiation;

3.Todiscussabouttheculturalvariationsinselectingnegotiators;

4.Todiscussabouttheculturalvariationsindecision-makingsuchasproblem-solvingprocess

andtheorganizationalstructure.

教学重点：

1.ThewritingstylesofinterculturalbusinessEnglishwriting

2.Thefeaturesofinterculturalbusinessnegotiation

3.Theculturalvariationsinselectingnegotiators

教学难点：

ThewritingstylesofinterculturalbusinessEnglishwriting

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。

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。

参考资料:

1.CCTV“希望英语”节目；

2.《跨文化交际》顾曰国，外语教学与研究出版社，1997年.

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：

TeachingProcedures:

InterculturalBusinessWriting

I.Warm-upQuestions

Thesinglegreatestbarriertobusinesssuccessistheoneerectedbyculture.

Livetogetherlikebrothersanddobusinesslikestrangers.

1.Askthestudentstoreadtheabovetwoproverbsandtrytoguesswhosaid

them.

2.HavethemthinkoverthequestionWhatconclusionsdoyoudrawfromthe

abovetwoproverbs.

II.Pre-reading

1.Havethestudentsreadthereadingmaterial.

2.Askthemtofindoutthemainpoints.

3.Askthemtothinkover:Doesone'sculturalbackgroundaffectthestylein

whi