大學(xué)英語(yǔ)中高級(jí)課程-跨文化交際教案新部編本

精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan教師學(xué)科教課設(shè)計(jì)[20–20學(xué)年度第__學(xué)期]任教課科：_____________任教年級(jí)：_____________任教老師：_____________市實(shí)驗(yàn)學(xué)校育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan大學(xué)英語(yǔ)中高級(jí)課程《跨文化社交》電子教課設(shè)計(jì)Week1CultureandInterculturalCommunication(I)I.TeachingobjectivesTogettounderstandwhatiscultureandwhatisinterculturalcommunicationTogettounderstanddifferentmetaphorsofculture4.Tounderstandhowculturegovernspeople’sspeechandbehaviorsII.ClassroomactivitiesBrainstormingactivity:Whatarethethingsthatcomeupinyourmindwhenyouthinkof“Chineseculture”?Definitionsofculture—E.B.Tylor(1871)inPrimitiveCulture:“thatcomplexwholewhichincludesknowledge,belief,art,morals,law,customandanyothercapabilitiesandhabitsacquiredbymanasamemberofasociety.”—Lustig&Koester:“Cultureisalearnedsetofsharedperceptionsaboutbeliefs,values,andnorms,whichaffectthebehaviorsofarelativelylargegroupofpeople”—Gudykunst:Cultureisourtheoryofthegamebeingplayedinoursociety.Weuseourtheoryofthegamebeingplayedininteractingwiththeotherpeopleweencounter.Ittellsushowtocommunicatewithothersandhowtointerprettheirbehavior.Wegenerallyarenothighlyawareoftherulesofthegamebeingplayed,butwebehaveasthoughthereisgeneralagreementontherules.—Anthropologists:thetotalwayoflivingCulturalmini-drama:Situation:WangLiangworkedinaSino-GermanJointVenture.Oneday,onhiswaytothecoffeemachine,hefoundthatWolfgang,oneofhisGermancolleagues,hadseeminglygottenratherinvolvedinanewspaper.Outofcuriosity,WangcameuptoWolfgangsohecouldglanceatthenewspaper.Thenheasked,“Whichoneareyoureading?Isitinteresting?”Mini-drama:Whatwillhappentothemthen?Putstudentsintoseveralgroupstoperformthedrama.Thelatterpartofthedrama:Butallofasudden,Wolfganglosthistemper,begantocomplainaboutWang'sinvasionofhisprivacy,anddemandedanapologyforhim.Wangfeltratherupset,andkeptexplainingthathehadnotrealizedhisbehaviorwasrude.Afterthis,wheneverWangsteppedtowardWolfgang,hewouldsooncoverupwhathewasdoing,orstanduptokeepacleardistancewithWang.WangLianggotveryconfused,wonderingwhyhisfriendlybehaviorsarousedsuchhostilityinhiscolleague.Metaphorsofculture—Cultureislikethewaterafishswimsin,theskyabirdfliesin,andtheairpeoplelivein.—Cultureisthesoftwareofourmind.—Cultureisthegrammarofourbehavior.—Cultureislikeaniceberg.Classificationofculture育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan—highculture—popularculture—deepcultureMovieclipappreciation—characters—keywords?abusen.mistreatment?attorneyn.lawyer律師?bruisen.aninjurythatshowsupasadiscolorationontheskin瘀傷；擦傷?chitchatn.lightinformalconversationconjecturen.ahypothesisthathaslittlehardevidence?hearingn.alegalproceedingwhereevidenceistakenforthepurposeofdetermininganissueoffactandreachingadecisionbasedonthatevidence聽(tīng)證會(huì)?incontrovertiblen.impossibletodenyordisprove?indisputablyadv.cannotbedisputed?inflictv.imposesomethingunpleasant施以；加害ludicrousadj.invitinglaughter荒誕的；可笑的?neglectn.lackofattentionandduecare?pendingadj.waitingtobedecidedorsettled?speculationn.aguessbasedonincompleteevidence?testimonyn.somethingthatservesasevidence—Phrasesandexpressionsputthecartbeforethehorse:tohavethingsinthewrongorder因小失大—CulturalnotesCWA:ChildWelfareAgency,agovernmentorganizationintendedtoprotecttherightsofchildrenGuashatreatment(scrapingtherapy):AtraditionalChinesemedicaltreatmentinwhichawoodenboardrepeatedlyslidesacrossthepatient’sacupuncturepoints.Itworksonthebasisofprinciplessimilartothoseofacupunctureandmassage.Thus,ailmentsthatcanbetreatedbyacupunctureandmassagecanbehelpedwithGuashaaswell.Itcanhelpreestablishthehumanbody’snaturalbiologicalcirculation.ER:emergencyroom“Showme”state:AnicknameforMissouri,amidwesternstateinthecentralUnitedStates.ThistermappearsonautomobilelicenseplatesforMissouri.—PairworkexercisesExploreinterculturally（groupdiscussionandpresentation）—Inthehearing,whydoesXuDatonginviteJohntobehislawyeralthoughJohnisnotfamiliarwithfamilylaw?WhatcanyoulearnfromitaboutChineseculture?—Whydoesn’tJohndefendXuDatonginthehearing?Whatcanyoulearnfromthis?—WhydoesXuDatongtellthejudgeheperformedGuashaonDennis?WhatcanwelearnfromthisaboutChineseculture?Interculturalcommunication:Communicationbetweenpeoplefromdifferentculturalbackground.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanAssignmentsExplainthemetaphorsofculture.Citesomedailyexamplestoillustratehowculturegovernspeople’sspeechandbehaviors.Week2CultureandInterculturalCommunication(II)I.TeachingobjectivestogettolearnvariousclassificationsofculturetogettounderstandwhatisinterculturalcommunicationtogettounderstandwhyweshouldstudyinterculturalcommunicationII.ClassroomactivitiesChecktheassignmentsoflastweek.—Explainthemetaphorsofculture.—Citesomeexamplestoillustratehowculturegovernspeople’sspeechandbehaviors.Asocialsurvey:Cultureshapespeople’sview.ClassificationsofcultureHighculture,popularculture,deepcultureBigculture,smallcultureMainstreamculture,subcultureEasternculture,westerncultureEasternculture,Indianculture,westernculture(梁漱溟)f)Easternculture,Indianculture,Arabicculture,Europeanculture(季羨林)Foodculture,wineculture,teacultureetc.CasestudyQuestionsfordiscussion:—Whydidn’tthemanchangetheseatasrequiredbythestewardess?—WhatcanyoulearnfromitaboutChineseculture?—Anyothercommentsaboutthecase?Whatisinterculturalcommunication?—Communicationbetweenpeoplefromdifferentculturalbackground.Whystudyinterculturalcommunication?LettherebeasmallcountrywithfewpeopleThoughneighboringcommunitiesoverlookoneanotherandthecrowingofcocksandbarkingofdogscanbeheard,yetthepeopletheremaygrowoldanddiewithoutevervisitingoneanother-----LaoTze《老子》：“甘其食，美其服，安其居，樂(lè)其俗。鄰國(guó)相望，雞犬之聲相聞，民至老死不相來(lái)往?！盨iximperativesforICCTechnologicalNewtechnologiesarecreatingcompleximperativerelationshipsbetweendifferentculturesDemographicCulturaldiversityisafactoflife.imperative育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanEconomicHavingtheabilitytocommunicatewithotherimperativeculturesisgoodbusiness.PeaceTheabilitytocommunicatewithotherimperativeculturesbringspeaceandstimulateshealthyrelationshipsSelf-awarenessThebetterwecommunicatewithotherimperativecultures,thebetterweunderstandourselvesasindividuals.EthicalInterculturalcommunicationforcesustoimperativethinkabouttheconsequences(goodandbad)ofouractionsandwords.InterculturalencountersinthehistoryZhangQian(WestHanDynasty)TangXuanzang(TangDynasty)JianZhen(TangDynasty)ZhenHe(MingDynasty)Inwhatextentdoculturesdifferfromeachother?a)Western/AsianItalian/SaudiArabianUs.American/GreekUs.American/GermanUs.American/French-CanadianWhiteAnglo-American/ReservationIndianWhiteA-American/BlackAmerican/OrientalAmerican/MexicanAmerican/UrbanIndianUs.American/BritishUs.American/English-CanadianUrbanAmerican/RuralAmericanCatholic/BaptistMaleDominance/FemaleEqualityHeterosexual/HomosexualEnvironmentalist/DeveloperAmerican/ChineseIndian/ChineseJapanese/ChineseSingaporean/ChineseAmerican/JapaneseAmerican/FrenchAmerican/GermanAmerican/ItalianAmerican/BritishAmerican/CanadianAssignments育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanWhatarethewaysofclassifyingculture?Whatisinterculturalcommunication?Whyshouldwestudyinterculturalcommunication?PreviewUnit2Reading1BasicsofCulture(P6)Week3Whyculturesdiffer?(Basicsofculture)I.Teachingobjectives1.TogettounderstandJapaneseculture2.TogettounderstandAmericanculture3.TogettounderstandthebasicfactorsshapingthedevelopmentofcultureClassroomactivitiesStudentpresentationaboutthereadingofBasicsofCultureWhatwordsdoyouusetodescribeJapanesecultureandAmericanculture?JapanesecultureAmericancultureCollectivisticIndividualisticGroup-orientedIndividual-orientedShameguiltVertical/hierarchicalhorizontalHowmanyfactorsarementionedinthepassagethataffectthewayAmericanandJapaneseculturedeveloped?Whatarethey?FactorsJapanesecultureAmericanculturePhysicalenvironmentisolatedisland,homogeneous,lackofhuge,forestedcontinent,smallflatland,smallsizeofislands,wetpopulationclimate,crowdedlivingspace,earthquakes,typhoonsWayofgettingfoodgrowricegrowcornandwheat,raiseanimals,huntintheforestbyindividualsGreatpeopleShotokuTaiki,LeyasuTokugawa,MartinLuther,ThomasConfuciusJeffersonReligionBuddhism,ShintoismChristianityPoliticalpowercentralizeddecentralizedWhyculturesdiffer:majorforces育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanBiologyPhysicalenvironmentPopulationThewayofgettingfoodReligionHistoryGreatpeopleTechnologyNotes:Forcescanneverbeexhausted.Forcesareinterrelated.III.Assignments:ExplainonefactorthataffectsthewayChineseculturedevelops.Week4CulturalValueOrientations(I)I.Teachingobjectives1.togettounderstandKluckhohnandStrodbeck’smodel2.togettounderstandhowculturalvalueorientationsaffectpeople’slife,wayofspeakingandbehaviorsClassroomactivitiesFiveuniversalproblemsfacedbyallhumansocieties:–Whatisthecharacterofinnatehumannature?(humannatureorientation)–Whatistherelationshipofpeopletonature(andsupernature).(man-natureorientation)–Whatisthetemporalfocusofhumanlife?(timeorientation)–Whatisthemodalityofhumanactivity?(activityorientation)–Whatisthemodalityofaperson’srelationshiptootherpersons?(relationalorientation)Threepossiblevariationsofthesolutionforeachproblem:–Humannature---evil,mixtureofgoodandevil,good–Human-naturerelationship---subjugationtonature,harmonywithnature,masteryovernature–Time---past,present,future–Activity---being,being-in-becoming,doing–Relational---lineality,collaternity,individualismHumannature—“人之初性本善”vs.moral-basedlegalsystem—“sin”vs.well-developedlegalsystemHuman-naturerelationship—Peoplemasternature.—Peopleliveinharmonywithnature.—Peoplearesubjugatedbynature.Christian’sworldviewJapaneseworldviewMovieclipappreciation育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanKeywordserendipity:goodluckinmakingunexpectedandfortunatediscoveriesMaincharactersJonathanTragerSaraThomasc)Movieclip1Jonathan:Thisistheultimateblendtodrink.How'dyoufindthisplace?Sara:Ifirstcameinbecauseofthename:Serendipity.It'soneofmyfavoritewords.Jonathan:Itis?Why?Sara:It'ssuchanicesoundingwordforwhatitmeans:afortunateaccident.Idon’treallybelieveinaccidents.Ithinkfateng.’sbehindeverythi?Jonathan:Everything’spredestined.Wedon’thaveanychoice?Sara:Ithinkwemakeourdecisions.Butfatesendssignsandhowwereadthemdecideswhetherwe’rehappyornot.Jonathan:Littlesignals.Fortunateaccidents,luckydiscoveries,likeColumbusandAmerica.Sara:OrFlemingdiscoveringpenicillin.Movieclip2Sara:Ican'tbelieveI'mdoingthis.Jonathan:Pleaseletfatetakeitspropercourse.Jonathan:Thatwasanaccident!Writethatdownplease?Sara:Ican't!That'sasign.Fate'stellingustobackoff.Jonathan:Iffatedidn'twantustobetogether,thenwhydidwemeettonight?Gotyou!Sara:Idon'tknow,it'snotanexactscience,it'safeeling.classexercisesWhatJonathanthinksofWhatSarathinksofititJonathanlosesthepaperwithJustan_________A_________ofthefatetotellSara’sphonenumber.usto_________offSaraasksJonathantowriteA_________andToseewhetherthebillcouldhisnumberona$5ebackintomyhandsagain.SaradecidestowriteherThisisjustwrong.YouToseewhetherJonathancouldnumberinsideabookandsellcan’tleaveitalltofinallygetthisbook.ittoausedbookstore._________.SaraasksJonathantogetintoYou’re_________.Youhavetohave_________inahotelwithhertoseedestiny.whethertheycouldrandomlypickthesamefloorinthelift.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanGroupdiscussionInthemovie,JonathanwantstogetSara’sphonenumber,buttheirprocessofcommunicationfails.Whatelementsgowronginthisprocess?Inthemovie,howmanythingsdoesSaradoinordertotestfate?Andwhatarethey?Whatdoyouthinkofthesebehaviors?Afamousanthropologistoncesaidthat“Cultureiscommunicationandcommunicationisculture.”Doyouagree?Whyorwhynot?TimeorientationPast-orientedculturePresent-orientedcultureFuture-orientedcultureActivityorientationa)“Being”culture:valuesnonactionandanacceptanceoffate.b)“Becoming”culture:regardshumansasevolvingandchangingwiththeaimtochangetheworld.c)“Doing”culture:it’simportanttogetthingsdone.“Wherethereisawill,thereisaway.”10.Socialrelationsorientationa)Equality:i.“Everyoneisbornequal.”ii.Regardlessoffamilyposition,peoplecanachievesuccessandhighstatusthrougheffortsoftheirown.b)Hierarchyi.Somepeopleenjoymorepower,someless.ii.Socialandeconomicclasspredetermineaperson’sopportunitiesinlife.III.AssignmentsRead“DeathFruit”andexplainhowpeople’sunderstandingofhuman-naturerelationshipaffectstheirlife,speechandbehaviors.Week5CulturalValueOrientations(II)I.TeachingobjectivestogettounderstandHofstede’sculturaldimensionstogettounderstandindividualisminproverbstogettounderstandthedifferencesbetweenAmericanandChinesefriendshipII.ClassroomactivitiesHofstede’sculturaldimensionsPowerdistanceUncertaintyavoidanceMasculinity–femininityIndividualism–collectivismCasestudy:Isshewoman?Groupdiscussion:HowdoyouunderstandManuel’swords:“Why,she’sjustaserver;I’masking育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanyouaboutwomen!”HowdoyouunderstandFred’swords:“Isn’tsheawoman?Andeveryonecantellshelooksbeautifulinthatblackdress.”Whatcanyoulearnfromthecase?PowerdistanceHighpowerDistanceLowPowerDistanceAccepttheunequaldistributionofFightforequaltreatmentpowerPowerispartofsocietyPowershouldonlybeusedwhenlegitimateDonotquestionsuperiorsQuestionauthorityAgametotestyourself:Supposeyouhavewon5millionRMBfromthelotteryticket.Whatareyougoingtodowiththemoney?InvestitinrealestateSaveitinthebankSpeculateinthestockmarketUncertaintyavoidancedimensionHighUncertaintyAvoidanceLowtoleranceforuncertaintyambiguityEmphasizesocialstability/securityFeelthreatenedatnewideasResistchange,ensuresecurity

LowUncertaintyAvoidance/Hightoleranceforuncertainty/ambiguityCuriousaboutdifferentthingsEncouragenewideasAppreciatecreativity,takerisks7.MasculinityfemininityindexMasculinityFemininityValuetraditionalsexValueequalityofsexroles(morerigid)roles(morefluid)ValuemanlinessValuefemininityIndividualism-collectivismWhatdoesindividualismmean?IndependenceIndividualfreedomSelfrelianceEqualopportunityCompetition育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanTheyowenothingtoanyman;theyexpectnothingfromanyman;theyacquirethehabitofalwaysconsideringthemselvesasstandingalone,andtheyareapttoimaginethattheirwholedestinyisintheirownhands.”(DeTocqueville,1830)“Wewishtoallowthehumblestmananequalchancetogetrichwitheverybodyelse.Whenonestartspoor,asmostdointheraceoflife,freesocietyissuchthatheknowshecanbetterhiscondition;heknowsthatthereisnofixedconditionoflaborforhiswholelife.”(AbrahamLincoln)CulturalvaluesinproverbsEveryherringmusthangbyitsowngill.Everytubmuststandonitsownbottom.Hetravelsfastwhotravelsalone.Everymanisthearchitectofhisownfortune.Godhelpsthemthathelpthemselves.Ifyouwouldbewellserved,serveyourself.一個(gè)好漢三個(gè)幫，一個(gè)籬笆三個(gè)樁大家拾柴火焰高三個(gè)臭皮匠頂個(gè)諸葛亮團(tuán)結(jié)就是力量人心齊,泰山移單絲不可線，獨(dú)木不可林。二人齊心，其力斷金一滴水只有放進(jìn)大海里才永遠(yuǎn)不會(huì)枯竭，一個(gè)人只有當(dāng)他把自己和集體事業(yè)融合在一起的時(shí)候才能最有力量。——雷鋒Groupdiscussion:“TheemergingindividualisminChina”Casestudy:LiNing’sexperienceinUSAGroupdiscussion:WhatarethesimilaritiesanddifferencesbetweenAmericanandChinesefriendship?III.AssignmentsPlacemainlandChinesecultureintothePDI,UAI,MAS,IDIReadthepassage“TheAmericanwayoffriendship”andmakeoralcommentsonit.(P9).Week6NationalCharacterI.Teachingobjectives1.Tounderstandhowculturalfactorsaffectpeople’sbehaviorsinsavingandconsumptionTogettoknowthedifferentcharactersofAmericans,Frenchmen,EnglishandGermenTogettounderstandstereotypeandhowitaffectsinterculturalcommunicationII.ClassroomactivitiesGroupreadinganddiscussion:“Money”WhydoJapanesesavemuchmorethanNorthAmericans?WhatculturalfactorscouldexplainthedifferenceinthepriceofthingsinJapanandNorthAmerica?育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanMovieclipappreciation:LegallyBlonde(I)Keywordsandexpressions:—Harvardvideoessay—sorority:aclubofwomen—LSAT:LawSchoolAdmissionsTest—DeltaNu:thenameofthesorority—legaljargon?b)Questions:–WhatkindofgirlisElleWoods?–Doyouthinkthecareerofalawyerfitsher?Movieclipappreciation:LegallyBlonde(II)Keywordsandexpressions:—4.0fromCULA(GPA:gradepointaverage)—extracurricularactivity—RickyMartinvideo—alineoffauxfurpanties(man-madeshortunderpantsforwomenandchildren)—Sororitycharityproject—philanthropist:someonewhomakescharitabledonationsintendedtoincreasehumanwell-beingb)Questions:–WhywassheacceptedbyHarvardLawSchool?–Well,we’veneverhadonebefore.And,arewealwayslookingfor_____?Americancharacter:Whoarethey?Groupdiscussion:WhatisthebestwordtodescribeAmericancharacter?NationalcharactergameTheyarethemostromanticmenintheworld,theywillspendthelastfrancbuyingaflowerfortheirlovers.Theywillusethetopskillforkissingyou.Youwantabiglover,choosethem.Theyactasabigboy,openandcute,theconceptoffamilyhasnoitsstandingintheirmind.Theywillbethebestplay-partnertoyou,buttheydon'tknowwhat'stheresponsibility.Theyworkhardwithstrongwill,you'dbetternotdisobeythem.Youareexpectedtowaitforhimalldaysathome.Hewillnevershowhisemotionexceptanger.Theyarethelastgentlemenleftintheworld,theywillremindusofthetruemeaningofcontrolandreservation.Hewillkissyoutoo,butmaybenotfromlovebutfrommust.Theybelieveinrulesandregulations,theylikeeverythinginitsorder.Theytakeeffectasserious,aftermarriage,theyaretobehonestandgoodhusbands.Theyarethecombinationofgentlemenandcountryboys,andthebeautifulseabenchmakethemnature-lovers.Theyknowhowtoenjoylifeandrespectwomen.Exceptwhenyouwanthimtodosomething,theyarewillingtohelp,butyoumustbepatient,becausetheywilldoitintheirownways.Soifyoudon'tcaremuchaboutthespeed,theyaregoodpartnersforwomen.g)withtheapprovalofallwomen,theyareelectedtobethebesthusbandsinthe育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplanworld.Aren'tyousincerelyconvinced.OK!Canyoudoallhouseworkforyourwife?Canyoutakecareofyourchildrenallbyyourselves?Canyouacceptwhateveryourwifesay,nomatterrightorwrong?Canyousupportfourparents?Ifyoucan't,thensay''YES"6.Classreadingandpresentation]Readthepassage“TheEnglishCharacter”“,TheGermanCharacterand”“RomanticFrenchmen”Write.thekeywordsthatcoulddescribethenationalcharactersofEnglishmen,GermanandFrenchmen.—RomenticFrenchmen—ReservedEnglishmen—DisciplinedGermanStereotypepicturesWhatisastereotype:Aconventionalconceptorimageonthemindsofpeople.Acasestudy(culturalmini-drama)Questions:1)Whatstereotypedoesthewriterhavetowardelderlywomen?2)Howdoesastereotypeaffectinterculturalcommunication?III.AssignmentsCitesomedailyexamplestoshowwhatstereotypeisandhowstereotypesaffectinterculturalcommunication.Week7VerbalCommunication(I)I.TeachingobjectivesTounderstandwhatcommunicationisTolearntheimportanceofencodinganddecodingininterculturalcommunicationTolearnaboutculturalconnotationinlanguageII.ClassroomactivitiesHowtotranslatetheterm“communication”?Definitionsofcommunication—Chinesedefinition—EnglishdefinitionWhatiscommunication?Lookatthefollowing15instancesofcommunicationanddecidewhethertheyare“goodexamples”,“yes,butnotgoodexamples”or“non-communication”.LevelsandclassificationsModelsofcommunicationLaswell’s5WmodelShannon&Weaker’smodelSchramm’smodelIngredientsofcommunicationElementsExplanationsoftheelementsSenderTheindividualwhooriginatesamessageEncodingTheprocessbywhichanideaisconvertedintoamessageMessageTheinformationbeingsent育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanChannelThemeansbywhichamessageistransmittedfromitsorigintoitsdestinationReceiverTheintendeddestinationofamessageDecodingTheprocessbywhichthemessageisconvertedintoanideaResponseThereactionofthereceivertothedecodedmessageFeedbackAmessageabouttheeffectsofapreviousmessagethatissentbacktothesourceNoiseAnythingthatinterfereswiththetransmissionofamessageNoisePhysicalnoisePhysiologicalnoiseMentalnoiseCulturalnoiseCasestudy1:AstoryofLitzCasestudy2:AconversationbetweenProfessorXiaandGramGroupdiscussion:Analyzetheencodinganddecodingprocessinthecase.Discusstheimportanceofencodinganddecodingininterculturalcommunication.Wordsandculture:Whatcanyoulearnabouttheculturefromthewords?(camel,snow,carry,kinshipterms,Ietc.)Culturalconnotationinlanguage:Wordsarefoundtohavetheheaviestcultureloadinalanguage.Cultural-loadedwordsFullyequivalentwordsParallelwordsCompletelyvacantwordsPartlyvacantwordsConflictingwordsCasestudy:ParkerPenCompanyadvertisementIII.AssignmentsWhataretheculturalconnotationsofcolorterms?Citesomeexamplestoillustratehowculturalconnotationsinlanguageaffectinterculturalcommunication?Week8VerbalCommunication(II)I.TeachingobjectivesTolearnwhystyleofcommunicationvariesfromculturetocultureTounderstandHall’sculturecontextmodelII.ClassroomactivitiesVideoclip:Atopicofconversation---complimentsWhyisEnglishcomplimentalwaysclear?育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanWhydoChinesesometimeshaveotherinterpretationsofcompliments?casestudy1:RoleplayMalaysian:CanIaskyouaquestion?EuropeanAmerican:Yes,ofcourse.M:Doyouknowwhattimeitis?E:Yes,it’s2o’clock.M:Mightyouhavealittlesoupleftinthepot?E:What?Idon’tunderstand.M:Iwillbeoncampusteachinguntil9o’clocktonight,averylongdayforanyperson,letaloneahungryone!Wouldyoulikemetodriveyoutoarestaurantoffcampussoyoucanhavelunch?Whatagoodideayouhave!Questionsfordiscussion:What’stherealintentionoftheMalaysian?Whycouldn’ttheAmericanunderstandhim?WhatarethecharacteristicsofthestyleofcommunicationoftheMalaysianandtheAmerican?3.Classreading:“CommunicationStyles”(P36)Para.1andPara.2WhatisthestyleofcommunicationofJapanese？WhatisthestyleofcommunicationofAmericans？iii.Whatculturalfactorsshapetheirdistinctstyleofcommunication？Para.3（astheabove）Para.4andPara.5（astheabove）Para.6Para.7Casestudy3:ATurkishstudentandhisAmericanroommatea)WhatarethecharacteristicsoftheTurkishstudent’sstyleofcommunication?AndhisAmericanroommate’s?Whatcanyoulearnfromitabouttheirculture?Hall’sculturalcontextmodelHigh-contextculturesprefertousehigh-contextmessages,i.e.mostofthemeaningisimpliedbythesocioculturalsettingsandverylittleisprovidedinthecoded,explicit,transmittedpartofthemessage.Low-contextculturesprefertouselow-contextmessages,i.e.mostoftheinformationistransmittedinexplicitcode.Characteristicsofhigh-contextcultureMuchcovertandimplicitInternalizedmessagesMuchnonverbalcodingReservedreactionsDistinctingroupsandoutgroupsStrongpeoplebonds育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanHighcommitmentOpenandflexibletimeCharacteristicsoflow-contextcultureMuchovertandexplicitPlainlycodedmessagesVerbalizeddetailsReactionsonthesurfaceFlexibleingroupsandoutgroupsFragilepeoplebondsLowcommitmentHighlyorganizedtimeAlistof12culturesarrangedonacontinuumfromlow-contexttohigh-context:Videoclip:SendinggiftsQuestions:b)WhathappenedtoElynonedaywhenshevisitedaChinesefriend’sFillhouse?intheblanks.AssignmentsElynsaid,“thereisadifferenceinourculture,andthereisadifferenceinourlanguage.”WhatarethedifferencesbetweenChineseandWesternculture?WhatarethedifferencesbetweenChineseandWesternlanguage?Citesomeexamplesinyourdailylifetoillustratethesentence.Readthereportof“色戒:西方的誤讀”andpresentyourcommentstotheclass.Week9NonverbalCommunication(I)I.TeachingobjectivesTolearntheimportanceofnonverbalcodesincommunicationTounderstandthatnonverbalcommunicationvariesfromculturetocultureTogettoknowsomecommonEnglishgesturesTounderstandculturaldifferencesineyebehaviorsII.Classroomactivities1.Leadin:“Wespeakwithourvocalorgans,butweconversewithourwholebody”BelieveitornotInface-to-facecommunication65%oftheinformationiscommunicatedthroughnonverbalmeans(Birdwhistell,1970;Ross,1974;Samovar,1981)Inthecommunicationofattitudes,93%ofthemessageistransmittedbythetoneofthevoiceandfacialexpressions,whereasonly7%ofthespeaker’sattitudewastransmittedbywords(Mehrabian,1972)ClassificationBodylanguage(kinesics):posture,headmovement,facialexpressions,eyebehavior,gestures,handshaking,armmovement,legmovementetc.Paralanguage(陪同語(yǔ)):sound,pitch,tempoofspeech,turn-taking,silenceObjectlanguage(客體語(yǔ)):clothing,personalartifacts,hair,etc.Environmentallanguage:timelanguage,spatiallanguage,color,light,signsandsymbols,architecture,etc.育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|Excellentteachingplan4.Bodylanguage“There’slanguageinhereye,hercheek,herlip.”“Yourlipstellmeno,butthereisyes,yesinyoureyes”---WilliamShakespeareKinesics:Thestudyofbodymovementandhowitisusedtocommunicate.EmblemsarenonverbalbehaviorsthathaveadirectverbalcounterpartIllustratorsarenonverbalbehaviorsthataccompanyanothermessage,buttheymeannothingontheirown.Regulatorsarenonverbalbehaviorsthathelpusmonitortheflowofcommunication.Affectdisplaysarefacialandbodymovementsthatshowfeelingandemotion.Someresearchersestimatethathumanbeingsarecapableofover250,000facialexpressions.PaulEkmanhasidentifiedsevenuniversalfacialexpressionsAnger,Disgust(Contempt),Fear,Happiness,Interest,Sadness,Surprisee)Adaptorsarepersonalbodymovementsthatoccurasareactiontoanindividuals’physicalorpsychologicalstate.CulturaldifferencesingesturesCulturaldifferencesineyebehaviorInEnglish-speakingworld,ifyoufailtomeetotherpeoples’gaze,youcanbeinterpretedasbeingdeceptive,weak,boredorangry.(“Nottotrustanyonewhowon’tlookyouintheeye”)RespectandattentionisshownbylookingawayfromthespeakerinLatinAmerica.III.Assignments:Groupwork–IntroducesomecommongesturesinChina.–IntroducesomecommongesturesinAmerica.–IntroducesomecommongesturesinJapan.–IntroducesomecommongesturesinFrance.Week10NonverbalCommunication(II)I.TeachingobjectivesTounderstandthatparalanguagevariesfromculturetoculture.Tounderstandobjectlanguagevariesfromculturetoculture.TolearnthedifferenttimeorientationsandtimesystemsTounderstandhowspacevariesfromculturetocultureII.ClassroomactivitiesReviewofclassificationofnonverbalcommunicationBodylanguage(kinesics):posture,headmovement,facialexpressions,eyebehavior,gestures,handshaking,armmovement,legmovementetc.Paralanguage(陪同語(yǔ)):sound,pitch,tempoofspeech,turn-taking,silenceObjectlanguage(客體語(yǔ)):clothing,personalartifacts,hair,etc.Environmentallanguage:timelanguage,spatiallanguage,color,light,signsandsymbols,architecture,etc.2.Paralanguage:sound,pitch,tempoofspeech,turn-taking,silence育人好像春風(fēng)化雨，授業(yè)不惜蠟炬成灰精選教課教課設(shè)計(jì)設(shè)計(jì)|ExcellentteachingplanSilenceAsurvey:over60%Japanesefemalesprefertomarrysilentmen.Easternersinterpretsilenceasasignofrespect,obedience,agreement,thoughtfulnessandsoon.PeopleofWesternculturestronglyperceivesilenceasanegativeattribute(indifference,anger,hostilities,disagreement,shyness,embarrassment,ignorance,boredom,coldnessetc).Theyencouragequickresponseinconversations.Proverbsofsilence“默然是金”“滿罐子不響、半罐子響”“桃李不言下自成蹊”“酒香不怕小巷深”Greasywheelgetstheoil.ObjectlanguageTimea)“Timetalks.Itspeaksmoreplainlythanwords.Themessageitconveyscomesthroughloudandclear.---E.T”.Hallb)Casestudy1:“Myfirstdayofclass”c)TimeorientationsPast-orientedcultures(Chinese,nativeAmericans)Present-orientedcultures(thePhilippines,manyCentralandSouthAmericanpeople)Future-orientedcultures(Euroamericans,mostpost-industrialpeoples)d)Casestudy2:“MyGermanclassmate”InformaltimesystemsMonochronictimesystem(M-Time):timeassomethingfixed,linear,andmanageable.Polychronictimesystem(P-Time):timeasfluidandsomethingthatcancontrolled.CharacteristicsofM-timeSpaceProxemics:thestudyofdistanceandthearrangementofspacePictureoftheleadersinChinac)Casestudy3:SawadaandLina’sstory:Thisisnotalovesignal.Culturaldifferencesintheuseofpersonalspacehigh-contactcultureandlow-contactcultureSouthernEuropeans(French,Italians,Greek,Spaniardsetc.)vs.NorthernEuropeans(German,Scandinavian,Britishetc.)Chinesevs.nativeEnglish-speakersSouthernAmericansvs.NorthernAmericansSaudimalesliketostandcloseenoughtosmelleachother’sbreath(fortodenyanotherthesmellofyourbreathistoactashamedorfrightened.Theymayalsocommentontheother’shealthifthesmellisunpleasant.

’tbe“noseton育人好像春風(fēng)化雨，授業(yè)不惜