跨文化交際教案

跨文化交際教案

教學(xué)時(shí)間：第1周

教學(xué)內(nèi)容：

Unit1:IntroductiontoCross-CulturalCommunication

Communication,EssentialElementsofCommunication

教學(xué)重點(diǎn)：Whatiscommunication?

教學(xué)難點(diǎn)：Whatareessentialelementsofcommunication?

教案筆記：

1.DiscoveringCharacteristicsofCommunication

Communicationisthemediumforinstruction,assessment,interpersonal

relationships,groupinteractions,parentandcommunityrelationsandcounseling.

Mostbehaviorproblemsinschools,andtheirresolutions,involvesometypeof

communication.Insum,communicationpermeateseducation.

Theoretically,themodelofcommunicationisalwaysdescribedinthefollowing

way:

MESSAGE

Sourceofmessagefencoder玲code9channel/medium^decoder玲retriever

2.Communicationisculturebound.

Thewayanindividualcommunicatesemanatesfromhisorherculture.Ofcourse,a

personmayknowmorethanonecultureormaybecompetentinacombinationof

cultures.Nonetheless,onebasictruthprevails:communicationisaproductofculture.

3.DiscoveringCharacteristicsofOtherCultures

Asyoubegintodiscoverthecharacteristicsofothercultures,rememberthat

culturesvaryinternallyandarechangeable.Thereareusuallymanycultural

differenceswithinasingleraceornationality.

4.Culture,CommunicationandLanguage

Theconceptofcommunicativecompetence,basedonone'sknowledgeofthe

rulesoflanguagestructureandlanguageusewithinagivenculture,willbeuseful.

Amajorresponsibilityofteachersatallgradelevelsistoteachthelanguage

andcommunicationskillsneededforacademicsuccess,andforcareerandsocial

mobility.

Thestudyofsociolinguisticscanhelpusunderstanddifferentsystemsasa

meansofimprovingthequalityofourinstructioninlanguageandthecommunication

arts.

5.CulturalDifferencesinDiscourse

Discourserulesgovernsuchaspectsofcommunicationas:

1.Openingorclosingconversations;

2.Takingturnsduringconversations;

3.Interrupting;

4.Usingsilenceasacommunicativedevice;

5.Knowingappropriatetopicsofconversation;

6.Inteijectinghumoratappropriatetimes;

7.Usingnonverbalbehavior;

8.Expressinglaughterasacommunicativedevice;

9.Knowingtheappropriateamountofspeechtobeusedbyparticipants;and

10.Sequencingofelementsduringdiscourse.

教學(xué)時(shí)間：第2周

教學(xué)內(nèi)容：

Unit1:IntroductiontoCross-CulturalCommunication

Cross-CulturalCommunication,CaseStudy

教學(xué)重點(diǎn)：WhatisCross-CulturalCommunication?

教學(xué)難點(diǎn)：theattributesofculture

教案筆記：

A.Communicationhasitsownattributes:

1.Itisbornneed.Peopleneedcommunicationortheywillbedrivencrazy.

2.Itisinteractive.Nocommunicationcanbedonebyoneselfalone.

3.Itcanbeeitherconstructiveordestructivetoarelation.Justreviewarecent

conversationyouhadthentheycanprovethis.

4.Itcannotbewhitewashedincaseitisperformed.Youmaysay,“Sorry,Ididn't

meanthat."Butyourcounterparthasheardwhatyouhadsaidandwouldnotbe

likelytoforgetit.

B.Inpracticeweshouldalsoknowthattheessentialelementsofcommunication:

1.Thereshouldbeatleasttwoparties;

2.Thereshouldbeinformation-to-exchange,oramessage;

3.Thereshouldbeacontactbetweenthetwoparties;

4.Thereshouldbealanguage(humanlanguageorartificialones)thatbothsidescan

share;

5.Thereshouldbeaplaceforthecommunicationtotakeplace;

6.Thereshouldbeatimeforthecommunicationtotakeplace.

C.IfyouwereThompson'stutor,whatwouldyoudowithhisquestion?

Reference:Chineseequivalentfor“communication”

溝通，通信，通訊，交通，交際，交流

D.Ininternationalbusinesscross-culturalcommunication,thedefinitionofculture

canberangedinthree-stephierarchy:

Spiritual:suchasbeliefs,coreofvalues,ethnics;

Custom:suchasmanners,organizations,techniques;

Material:suchasfood,tools,clothing.

E.Fromthehierarchywemaydrawtheattributesofculture:

1)Itislearnt,notobtainedfromgenes.TakeJuniorHuang,aChineseboy,bornand

broughtupintheUSAforexample:unlikehismomanddadwhocametothe

USAaftergraduationfromuniversityandworkedforsomeyearsinChina,Junior

Huangdoesn'tcaretheconformitywithothers.Heinsiststhatheshowhis

specialtywhilehisparentsgetabitworryaboutthatastheyhavebeentoldsince

theywereyoungkidsthatthefailureinkeepingconformitywouldleadto

displeasingthepeoplearoundandface-losing.JuniorHuangwasencouragedby

hisfriendsandteachersthatheshouldvaluehisownindividuality,andthe

informationhegetsfromTVandothermediaisalsointhistone.So,bearinga

greatresemblancetohisparents)darkskin,blackhair,flatnose,etc.),junior

HuangactsjustthesametoanyofhisAmericanpeers.

2)Itissharedbyagroupofpeople.Ifwesayitisaculture,wemeanitisobserved

byalotofpeopleinacertaingroup.Sowhenweadviceouroverseateamstoget

adaptedtolocalculture,wemeantheyshouldwatchwhatandhowmostlocal

peopledoandthentrytogetusedtothat.

3)Itissymbolic.EvenknowingnotanyJapanese,onecantellthefriendlywelcome

bythebowsaJapanesepersonmakes,whileinmostotherpartsoftheworldthat

canbeshownbyanofferofhandshake.Adesignedpatternonaplatecanberead

asasuggestionoftheoriginwhetherfromArabiccountriesorChina.Manycan

beofsymbolsofaculture---language,(verbalornon-verbalone),architects,arts,

andsoon.

4)Itisadaptive.Nocultureisfixedexceptthedeadones.Aculturehastoevolveas

thepeopleintheculturehavetodevelop.InChina,peopleusedtogreetwith

kowtow(磕頭)，andthenaraiseofthecrossed-hands(拱手)，butnowmost

Chinesebusinesspeoplepreferahandshakewitha"你好"astheircounterpartsin

mostpartsoftheworld.TheboomingofKFC(KentuckyFriedChicken)

worldwideisalsoagoodillustration.

F.Explanation:

InChineseculture,itiscustomarytopleaseaparentbymakingcomplimenton

hiskids,forgirlpraiseofappearanceorfeatures,forboypraiseofsmartness.The

pattingorteasingofanadulttoayoungsterisusuallytakenasasignofcaringor

friendliness.

WhileinWesternculture,neitherisapprovedespeciallythelatter,whichiseven

ataboo.

Withoutknowingthedifferenceindifferentcultures,thescholarmayhave

thoughtthatherfriendlinesswaswronglytakensoshewasastonishedandannoyed

beforesheknewthereason.

G.KeyPoints:

Whatmayeffectcross-culturalcommunication?

Cross-culturalcommunication,orinterculturalcommunication,is

communicationamongpeoplefromdifferentcultures.Incross-cultural

communication,oneshouldkeepinmindsomebasicelementsthateffectthe

communication:

1)TheWaysthatpeopleobservethings(人們觀察事物的方法)

2)Verballanguage

3)Non-verballanguage

教學(xué)時(shí)間：第3周

教學(xué)內(nèi)容：

Unit2:SocialInteraction

Howtomakeintroduction;Howtodealwithbusinesscards

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

1.DiscoveringCharacteristicsofOtherCultures

Whenteachersask"HowcanIlearnaboutcultureX?\alltoooftenteachersarediscouragedto

learnthatthereisnocomprehensivebook(orlist)availableoncultureX.Thelackofreading

matteronvariousculturesis,insomeways,ablessing,sinceknowledgeofotherculturesisbetter

acquiredbyexperiencethanbystudy.Thus,teachersshouldplantoexperienceculturesdifferent

fromtheirown,particularlytheculturesrepresentedintheirschoolsandclassrooms.Tobevalid,

theseexperiencesshouldincorporateafewbasicprinciplesanddiscoverytechniques.

2.Howtomakeintroduction

Toavoidfeelingsociallyawkwardandtopresentapoised,polished,and

professionalimageuponmeetingandmakingintroductions,hereareeightguidelines

tofollow:

1.Introducepeopleinbusinessbasedonrank,notgenderorage.

2.Inbusiness,theclient,guestorvisitoroutranksthebossorco-workerandshould

beintroducedfirst.

3.Womenandmenshouldstandwhenintroduced.Alwayssmileandmaintaineye

contact.

4.Shakeawomanandman'shandthesame,straightupanddown.Extendagood,

firm(notpainful)handshaketoexhibitrespect,trust,andacceptance.

5.Keeptheformsofaddressequaltoavoiddifferentialtreatmentortheappearance

ofpreferentialtreatment.

6.NeveruseanhonorificsuchasMs.,Mr.,orDr.tointroduceyourself.

7.Demonstrateprofessionalismandcredibilitybyclearlystatingyourfullname.

8.Donotcallapersonbyhisorherfirstnamewhenmeetingorbeingintroduced

forthefirsttime.Usetheirtitleandlastnameuntilinvitedtobeonafirst-name

basis.

3.Tipsofetiquettes:Comparingtheabovetwosituations,youmayfindsomething

similar.Thatisthewaytomakeintroductioninbusinessfield,whileitissomewhat

differentfromsocialetiquette:

1.Presentthehosttothevisitor(oryoungtothesenior);

2.Seniorpositionedispresentedfirst;

3.Ifsomeintroducedareonthesameposition,usuallythesenioragedfirst.

4.IntroductionGames:Asamatteroffact,thisdifferenceliesalsobetweenmost

EasternAsianlanguagesandmostWesternlanguages.Thedifferencestemsin

differentcultures.

MostEasternAsiancountriesareregardedasthechopsticks-zonednations.Whilein

mostWesterncountries,peopleareencouragedtotreatothersequallyregardlessof

theirpositionsanddeeds.

5.HandshakeisaspopularasthedollarInbusinessencounter,handshakeis

alwaysacceptablenomatterhowdifferenttheculturesofthepeopleare.

教學(xué)時(shí)間：第4周

教學(xué)內(nèi)容：

Unit2:SocialInteraction

Whattosayforsmallchat

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

1.DealwithBusinessCards

Thecontentofabusinesscardincludes:companyyouworkfor,name,business

title,andcontactingways.Arabic,GermanandsomeEasternAsianculturespreferto

getacademicdegreesincludedaswell.Businesstitlesmaybeconfusingtopeople

fromothercultures,soconsiderusingatranslationthatcanportrayyourjobor

positioninwordsorconceptsmorefamiliartoyourcounterparts.Example：

2.Hints:

1.Youhaveleftoutsomeinformationthathasnothingtodowithyourbusiness

(thetitle:Vice-chairmanofWuhanChildren-CaringAssociationandMemberof

HubeiCalligraphySociety).

2.Youhaveaddedsomeinformationthatcanmakebusinesscontacteasier(the

telephonenumberofyourcompany,thenameofyourcountry).

3.Youhavegotsomeinformationsimplified(yourpositionandprofession).

4.Sometipsfordealingwithbusinesscards:

1)Translateyourcardintothelocallanguagesifyouaresomewhereoutsideyour

country.

2)Waittobeintroducedbeforepresentingyourcard.

3)Presentyourcardwiththeprintedsideup.Incaseofbilingualcards,withthe

locallanguagesideshowing.

4)Giveyourcardtothehighest-rankingindividualorleaderofthevisiting

delegationfirst,especiallywhentheyarefromJapanorKorea,asthisisasignof

respectandcanavoidembarrassingtheinferior-rankingones.

5)UseyourbothhandstotakeacardfromyourJapanesecontact,butneverusethe

lefthandifyourcontactisfromIslamicculture.

6)Readitoncemoreafterreceivingacard,asthisisasignofrespect.Ontheother

hand,ifyouhappentohavesometroubles(wedooften)rememberingofthe

foreignnames,readingthecardcanhelpagreatdeal.

5.Whattosayforsmallchat

InAsiancountries,peopleoftenusekintermsintheirconversation.

InWesterncountries,peopledonotusekintermssoextensivelyastheircounterparts

inEasternAsia.Theyevenaddresstheiruncleorauntwithjustthefirstname.Oneof

thereasonsforthisisthattheybelieveinequalityverymuchthattheymaythinkborn

relationneedn'tbeemphasized;otherwise,therewillbeagapbetweenpeople.Ageis

alsoareason.PeopleinWesterncountriesdon'tliketobethoughtold.Addressesof

mostkintermsmayremindthemofbeingaging.Theyalsowouldliketobeaddressed

withthefirstnameasthatshowsacceptanceorfriendliness.

6.Differenttitlesforaddressing

Internationalbusinessactivitiesusuallycannotdoawaywiththedifferentvalues

indifferentcultures.Incertainsocieties,individualisnotvaluedverymuchandan

individual'svalueisdecidedbyhispositioninthegroupbelongsto.Thisculturaltrait

isacknowledgedasCollectivism.MostnationsintheEasternAsiaandthe

South-EasternAsiaareofcollectivistcultures,whilesomesocietiesvalueindividual

veryhighlyregardlessofhis/herpositionandhis/hervirtue.Thiscultureislabeledas

Individualism.AlotofWesternnationsareofindividualistculture.

教學(xué)時(shí)間：第5周

教學(xué)內(nèi)容：

Unit3:CultureandLanguageinInteraction

Therelationofcultureandsociolinguistics,Culturaldifferences

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

1.CultureandSociolinguistics

Sincecommunicationistheinteractionofpeopleinthesociety,thesocial

cultureinfluencesthecommunicationgreatly.Andtheculturealsoinfluences

students'languageskillsandtheirlearningofStandardEnglish,thelanguageof

education.

2.Sociolinguistics

Sociolinguistsexaminesocialandculturalinfluencesonlanguagebehavior.

Amongthemostimportantconceptstoemergearethoserelatingtodialectsand

languagestandards.

Sociolinguistshavedocumentedthepresenceofdialectsineverylanguage.

Foravarietyofreasons,includingnegativepublicattitudesandinadequate

teachingmodels,nonstandardEnglishspeakersoftendonoteffectivelylearnStandard

Englishinschool.

3.CulturalDifferencesinDiscourse

Thesetopiccenteredstoriesarecharacterizedbytightlystructuredsentences

thatreflectonasingleorsmallsetofhighlyrelatedtopics.Thespeakerpresumes

littlesharedknowledgewithlisteners.Topiccenteredstories,therefore,tendtobe

veryexplicitandcontaingreatdetail,emphasizingmoretellingthanshowing.Topic

centeredstoriesarethoughtbysometobeassociatedwiththefieldindependent

cognitivestyle.I

4.ExamplesofCulturalandCommunicativeTendencies

Inthissection,wewillpresentexamplesofculturalandcommunicative

tendenciesobservableamongAfricanAmericanandwhitestudentsfromseveral

culturalgroupsintheUnitedStates.Tendenciesarenotuniversal.Inordertoavoid

generalizationsandstereotypesaboutculturalgroups,variationswithinculturesmust

alwaysbeconsidered.Highlyeducatedpeopleofagivenculturalgrouparelesslikely

torevealindigenouslanguageandcommunicationpatternsthanlesseducatedpersons.

Moreover,manypeoplecommunicateinwaysinfluencedbyothercultures.

5.TheSignificanceofCultureBasedCommunicativeBehaviorinSchool

Avarietyofcrossculturalcommunicationproblemscanariseinschool,andit

isimportantthatteachersnotautomaticallyblamethestudentorthestudent'sfamily

orculture.Problemsoftenresultfrommisunderstandingsorvalueconflictsbetween

teachersandstudentswhoareobeyingdifferentculturallybasedcommunicationrules.

Somecommonproblemslinkedtoculturalandcommunicativediversityarepresented

inTableV

教學(xué)時(shí)間：第6周

教學(xué)內(nèi)容：

Unit3:CultureandLanguageinInteraction

Entertainmentintheinteractions,makeadisagreementpleasant

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

Insocialinteraction,cultureandlanguageareveryimportantincommunication.

Itismoreobviousincommercialorbusinessinteraction.

A.Toformasocialsituation,thereshouldbe:

1.atleasttwoparticipants;

2.anaim;

3.asetting;

4.schemaforfulfilltheaim;

5.verbalornon-verbalcommunication;

6.timeandspace.

B.Itisheardbutitisn'ttakeninthewayitisuttered.

Acommunicationstartsfromasourceofinformationandendsintheretrievalof

information.Inasocialsituation,theparticipantscanplaythebothrolesofthesource

andtheretrievalandtheycanalsointerprettheotherside'smessageintheirownway.

Itmeanstheutterancemeaningofthesourcemaynotbefullytakenasthesourceside

expects.

Nowwecanseeininteraction,goodwishdoesn'talwaysleadtoagoodresult.

Incross-culturalbusinesscommunication,weshouldknowaboutthedifferentvalues,

differentobservationsandcustomsofourcounterpartsandtrytomonitorthesocial

situationinawayweexpectorareoriented.

C.Ms.KaratischeckingthegiftparcelsforagroupofvisitorsfromaJapanese

organizationpartner.Lowellishelpingher.Afterfinishingreadingtheirconversation,

trytodecidewhichofthefollowingstatementsaretrue:

1.ThegiftsforthegroupofJapanesevisitorsarenotthesame.

2.Ifoneofthevisitorsfoundhisgiftwerethesametothatofhisdirector,hewould

feelgratefulandsatisfied.

3.ForJapanesevisitors,whiskycanneverbeusedasgift.

4.Anefficientsecretarykeepstherecordofthegiftdistributed.

Giftdistributingisaquitefrequentpracticeinbusinesscontacts.

Anyhow,notallnicelookingandnice-wish-carryinggiftsarereallytakenasnice

thingsbyallpeople.

Nowadays,moreandmoreorganizationsprefertohavetheirgiftscustomized.

Giftscanalsohelpyoutodrawpotentialpartners,customersandsobenefits.

Thelastbutnottheleastisthatthoughrefusingagiftisfairlyrarein

internationalbusinesscircles,inNorthAmericanandEuropeanculture,company

policystatesthatanemployeeoftank,isnotallowedtoreceiveagiftofanysize.

D.Otherpolitewaysfordeclining

HowareWesternpeople?Aretheyverydirectinrefusalmaking?John'sstory

mayindicatewhatstallingtechnique（支吾的技巧）isemployedinsaying“no”

withoutsayingthewordof"NO”.

教學(xué)時(shí)間：第7周

教學(xué)內(nèi)容：

Unit4GenderCommunication

CommunicationModesbetweenMalesandFemales

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

A.Genderdifferences-includinghowmenandwomentalkandviewlife---can

generatemisunderstandingandevenhostilityatworkandinfamilyrelationships.

Oneofthekeystoimprovingcommunicationbetweenmenandwomenand

peoplewithdifferentpersonalityorculturalstylesistocheckthesemanticsofthe

wordsbeingusedwhendisagreementsarise.

Anotherkeytoimprovingcommunicationistonotalwaysexpecttheworstof

others.AsMillefsLawput:"Inordertounderstandwhatanotherpersonissaying,

youmustassumethatitistrueandtrytoimaginewhatitcouldbetrueof.”

Oftenwecomeintoconversationswithpreconceivednotionsaboutother

people.Oneofourgoalsistobreakdownsomeofthosepreconceivednotionsso

whensomethinghappens,wecangetpasttheirritabilityandrealizethatalthough

we'redifferent,we*reafterthesamething――effectivecommunication.

B.GenderCommunicationDifferencesandStrategies

Whatcanyourorganizationdotocreatemoreequalityformenandwomen?

Thefirststeptocreatingequalityistounderstandthedifferentstrengthsandstyles

thatdifferentgendersbringtotheworktable.Oftentimesmenandwomenuse

differentprocessesfordecisionmakingandleadership.Herearesomecommonways

thatmenandwomendiffer:

1.Attitudetowardstasksvs.relationships,

2.WayofProcessingInformation.

3.LeadershipStyle.

4.CommunicationStyles,

5.Talktime.

C.Mentakeupmoretimeandspaceatmeetings,whilewomentrytomakesurethere

ismoreequalityintheroom.Despitestereotypestothecontrarystudieshaveshown

thatmentalkmorethenwomen.Meninterruptwomenandtalkoverthemmuchmore

thatwomeninterruptmen.Allofthiscanleadtothetypeofmiscommunicationbased

onassumptionsofwhymemberoftheothersexareusingcertainverbaland

non-verbalbehaviors.Thesemiscommunicationscanresultinteambreakdown,

peoplenotlisteningtoeachotherandlossofgoodideas.

D.Howdifferentstylesleadtoworkplacedisparity（差別）

1.Thatthereisonlyonestyleorwaytoleadandthatisthemorehierarchicalone.

2.Thatmostwomencan'tbeleadersbecausetheyarenot"strategic."

3.Becausemanyofthesemenaremairiedtowomenwhoworkinthehome,theyhaveaharder

timeconceivingofwomenrunningorganizations,andthereforearenotasobjectivewhen

makinghiringandpromotiondecisions.

4.Thereisanunconsciousbeliefthatwomenarenotintheworkforceonapermanentbasisand

don'treallywanttomoveuporstay.

教學(xué)時(shí)間：第8周

教學(xué)內(nèi)容：

Unit4GenderCommunication

Strategiesingendercommunication,Rolesfemalesplayinbusiness

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

A.StrategiestoBridgeGenderDifferencesandValueDiverseStyles

Ifyougrasptheimportanceofeffectivegendercommunicationsandgender

equalityintheworkplace,thenstartmakingadifferencetodayusingthefollowing

gendercommunicationstrategies.

1.Takethesefactswithagrainofsalt.It'simportantnottousethisinformationto

stereotypeallmenorallwomen.

2.Stayaware.Bothmenandwomenneedtobeawareofeachothersstylesof

communicationbothverbalandnon-verbalinordertoavoidmiscommunicationand

workbettertogether.

3.Beawareofunconsciousstereotypesandbiasesandbeopentobreakingpastthem

inordertoleverageeachothersstrengths.

4.Recognizethatmanydifferentstylesofleadershipcanbeeffective.

5.Men,beawareofhowmuchtimeandspaceinmeetingsorgroupinteraction.

6.Women,getcomfortableassertingmorespaceforyourself.

7.Finally,GetInformation.Learnaboutmaleandfemalestylesofcommunication

andbeabletouseboth.

B.Theattachmentofsub-culturestotheirmainculturecanbediagramedlikethis:

MainCulture

EthnicRegionReligionGenderAge

CultureCultureCultureCultureCulture

C.GenderCultureisoneofthesub-cultures.

Malesandfemalesaretreateddifferentlysincetheearlystageoftheirlife.

D.Now,youmayhaveaclearideaaboutwhatdogenderrolesmean:theexpected

waysofbehavingforamaleorfemaleaccordingtoasociety.

Theconclusionmaybereachedlikethese:

1.Genderrolesaresociallycreated.

2.Genderrolesareclassifiedintothreetypes:

A.Masculinefdominant,aggressive.Administrators,executivemanagers,

firemen,etc.aretakenforgrantedtobemales.

B.Feminine玲passive,nurturing.Nurses,shopassistants,kindergarten

caretakersarethoughttobefemales7occupations.

C.Androgynous玲amixtureofmasculineandfeminine.Tom-boyisoneofthe

casehere.

3.Genderidentityusuallyinvolvesacertaincombinationofcorrespondence

betweensexualfeatureandgenderroleinthesociety,soitisculturedratherthan

merelybornwithnature.

E.Takingintoconsiderationthepresentsituation,herearesometipsforcareerladies

tobeascompetentastheirmalecounterparts:

1)Workprofessionally.

2)Dressproperly(nomini-skirtintheoffice,notoohightheheelinworking,noodd

hairstyle,etc.).

3)Beseriousatwork(notalkingwiththemalecolleaguesaboutthetopicunrelated

towork,nochatonphoneabouttriflethingswithfriendatworktime,etc.).

4)Neverbelateforworkandneverleaveearlierwithoutexcuse.

5)Nogossipingwithotherpeopleintheoffice.

6)Findasuitablewaytooutletstress.

教學(xué)時(shí)間：第9周

教學(xué)內(nèi)容：

Unit5BodyLanguage&Non-VerbalCommunication

Bodylanguage,Differencebetweennon-verbal&verbalcommunication

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

A.Mostpeoplebelievethebestwayofcommunicationisverbal.However,oral

communicationmakesupjust10percent(orless)ofthetotalmeanstogetacrossa

message.

B.Mostpeopledon'tmeanwhattheysay!

C.TheBodyAlwaysTellsTheTruth!

D.Leamhowtoidentifyemotionslikeanger,boredom,nervousness,doubt,openness,

uncertainty,disappointment,orenthusiasmbyviewingfacialexpressions,gestures,

andpostures.

Youcanleveragebodies1languageknowledgetodiscoverwhetherconfidence,

supremacy,andothertraitscanbefoundinpeople.Alternatively,youcanexecute

thesemovementswhenyoudesiretocommunicateparticularpersonalitytraitsto

influenceotherssubconsciously.Terrific,isn*tit?

Onceyouhavereadthissection,youneverwillviewtheworldinthesame

manneragain.You'llhavetheabilitytoinstantlyadjustparticularactionstoany

situation.Itwillbeveryeasytocommunicatewithothers.Youwilldevelopamuch

betterinsightaboutpeople.Itisasthoughyouareseeingthingsafresh.

E.Non-verbalCommunication

Somesignalsareprobablycommontoallofus.

AllthesignalsIhavementionedsofarcanbecontrolled.

EBodylanguageisthereasonwhysellingface-to-facehasahugeadvantageover

sellingbyphone.

Ourbodylanguagewillgiveothersanimpressionofourselvesorshowour

emotions.You'reprobablyusingitrightnowtoreadthisarticle(youwilleitherbe

alertandinterested,orbaffledandun-interested).

教學(xué)時(shí)間：第10周

教學(xué)內(nèi)容：

Unit5BodyLanguage&Non-VerbalCommunication

Descriptionofsomefacialexpressions,waystoimprovebodylanguage

教學(xué)重點(diǎn)：

教學(xué)難點(diǎn)：

教案筆記：

A."animportantaspectofPosturerunningasuccessfulbusiness"

Ourbodylanguageisanimportantaspectofrunningasuccessfulbusinessaswe

cannotalwayssaywhatwereallyfeel.Thismeanswehavetoactpositiveinnegative

situations(andvice-versaofcourse).Youcanalsoidentifyotherpeople'sbody

languageandknowwhattheyreallymean:whatevertheymaybesaying

B."Ifyouaresitting,youcanstillgiveanimageofpower'1

Ifyouaresitting,youcanstillgiveanimageofpower.Ifstandingisn't

appropriate,usemorespacebystretchingyourlegsoutorbyhavingyourarmsatthe

sideofthechair.Whenyouareonthephoneandyouneedtobeassertive,standingup

willprojectyoururgency.

Hand-to-FaceMovements

Gestures

C."weareattractedtothosepeoplewhoaresimilartoourselves"

Anothergesturethatweuseiscalled'mirroring'.

Amorecommongestureisperhapstheonethatismostannoying.

Groominggesturesarethosethingswedotoreassureourselves.

FacialExpression

EyeContact

D."Makinglittleeyecontactcansaythattheotherpersondoesn'tlikeyou”

Bodylanguagecomesinmanyforms.Differentpeoplehavetheirownabilityt