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-CulturalCommunicationCommunication,EssentialElementsofCommunication教學(xué)重點(diǎn)：Whatiscommunication?教學(xué)難點(diǎn)：Whatareessentialelementsofcommunication?教案筆記:DiscoveringCharacteristicsofCommunicationCommunicationisthemediumforinstruction,assessment,interpersonalrelationships,groupinteractions,parentandcommunityrelationsandcounseling.Mostbehaviorproblemsinschools,andtheirresolutions,involvesometypeofcommunication.Insum,communicationpermeateseducation.Theoretically,themodelofcommunicationisalwaysdescribedinthefollowingway:MESSAGESourceofmessage-encoderfcode-channel/mediumfdecoderTretrieverCommunicationisculturebound.Thewayanindividualcommunicatesemanatesfromhisorherculture.Ofcourse,apersonmayknowmorethanonecultureormaybecompetentinacombinationofcultures.Nonetheless,onebasictruthprevails:communicationisaproductofculture.DiscoveringCharacteristicsofOtherCulturesAsyoubegintodiscoverthecharacteristicsofothercultures,rememberthatculturesvaryinternallyandarechangeable.Thereareusuallymanyculturaldifferenceswithinasingleraceornationality.Culture,CommunicationandLanguageTheconceptofcommunicativecompetence,basedonone'sknowledgeoftherulesoflanguagestructureandlanguageusewithinagivenculture,willbeuseful.Amajorresponsibilityofteachersatallgradelevelsistoteachthelanguageandcommunicationskillsneededforacademicsuccess,andforcareerandsocialmobility.Thestudyofsociolinguisticscanhelpusunderstanddifferentsystemsasameansofimprovingthequalityofourinstructioninlanguageandthecommunicationarts.CulturalDifferencesinDiscourseDiscourserulesgovernsuchaspectsofcommunicationas:Openingorclosingconversations;Takingturnsduringconversations;Interrupting;Usingsilenceasacommunicativedevice;Knowingappropriatetopicsofconversation;Inteijectinghumoratappropriatetimes;Usingnonverbalbehavior;Expressinglaughterasacommunicativedevice;Knowingtheappropriateamountofspeechtobeusedbyparticipants;andSequencingofelementsduringdiscourse.教學(xué)時(shí)間：第2周教學(xué)內(nèi)容：Unit1:IntroductiontoCross-CulturalCommunicationCross-CulturalCommunication,CaseStudy教學(xué)重點(diǎn)：WhatisCross-CulturalCommunication?教學(xué)難點(diǎn)：theattributesofculture教案筆記：Communicationhasitsownattributes:Itisbomneed.Peopleneedcommunicationortheywillbedrivencrazy.Itisinteractive.Nocommunicationcanbedonebyoneselfalone.Itcanbeeitherconstructiveordestructivetoarelation.Justreviewarecentconversationyouhadthentheycanprovethis.Itcannotbewhitewashedincaseitisperformed.Youmaysay,“Sorry,Ididn'tmeanthat."Butyourcounterparthasheardwhatyouhadsaidandwouldnotbelikelytoforgetit.Inpracticeweshouldalsoknowthattheessentialelementsofcommunication:Thereshouldbeatleasttwoparties;Thereshouldbeinfbrmation-to-exchange,oramessage;Thereshouldbeacontactbetweenthetwoparties;Thereshouldbealanguage(humanlanguageorartificialones)thatbothsidescanshare;Thereshouldbeaplaceforthecommunicationtotakeplace;Thereshouldbeatimeforthecommunicationtotakeplace.IfyouwereThompson'stutor,whatwouldyoudowithhisquestion?Reference:Chineseequivalentfor“communication”溝通，通信，通訊，交通，交際，交流Ininternationalbusinesscross-culturalcommunication,thedefinitionofculturecanberangedinthree-stephierarchy:Spiritual:suchasbeliefs,coreofvalues,ethnics;Custom:suchasmanners,organizations,techniques;Material:suchasfood,tools,clothing.Fromthehierarchywemaydrawtheattributesofculture:Itislearnt,notobtainedfromgenes.TakeJuniorHuang,aChineseboy,bornandbroughtupintheUSAforexample:unlikehismomanddadwhocametotheUSAaftergraduationfromuniversityandworkedforsomeyearsinChina,JuniorHuangdoesn'tcaretheconformitywithothers.Heinsiststhatheshowhisspecialtywhilehisparentsgetabitworryaboutthatastheyhavebeentoldsincetheywereyoungkidsthatthefailureinkeepingconformitywouldleadtodispleasingthepeoplearoundandface-losing.JuniorHuangwasencouragedbyhisfriendsandteachersthatheshouldvaluehisownindividuality,andtheinformationhegetsfromTVandothermediaisalsointhistone.So,bearingagreatresemblancetohisparents)darkskin,blackhair,flatnose,etc.),juniorHuangactsjustthesametoanyofhisAmericanpeers.Itissharedbyagroupofpeople.Ifwesayitisaculture,wemeanitisobservedbyalotofpeopleinacertaingroup.Sowhenweadviceouroverseateamstogetadaptedtolocalculture,wemeantheyshouldwatchwhatandhowmostlocalpeopledoandthentrytogetusedtothat.Itissymbolic.EvenknowingnotanyJapanese,onecantellthefriendlywelcomebythebowsaJapanesepersonmakes,whileinmostotherpartsoftheworldthatcanbeshownbyanofferofhandshake.AdesignedpatternonaplatecanbereadasasuggestionoftheoriginwhetherfromArabiccountriesorChina.Manycanbeofsymbolsofaculture--language,(verbalornon-verbalone),architects,arts,andsoon.Itisadaptive.Nocultureisfixedexceptthedeadones.Aculturehastoevolveasthepeopleintheculturehavetodevelop.InChina,peopleusedtogreetwithkowtow(磕頭)，andthenaraiseofthecrossed-hands(拱手)，butnowmostChinesebusinesspeoplepreferahandshakewitha"你好"astheircounterpartsinmostpartsoftheworld.TheboomingofKFC(KentuckyFriedChicken)worldwideisalsoagoodillustration.Explanation:InChineseculture,itiscustomarytopleaseaparentbymakingcomplimentonhiskids,forgirlpraiseofappearanceorfeatures,forboypraiseofsmartness.Thepattingorteasingofanadulttoayoungsterisusuallytakenasasignofcaringorfriendliness.WhileinWesternculture,neitherisapprovedespeciallythelatter,whichisevenataboo.Withoutknowingthedifferenceindifferentcultures,thescholarmayhavethoughtthatherfriendlinesswaswronglytakensoshewasastonishedandannoyedbeforesheknewthereason.GKeyPoints:Whatmayeffectcross-culturalcommunication?Cross-culturalcommunication,orinterculturalcommunication,iscommunicationamongpeoplefromdifferentcultures.Incross-culturalcommunication,oneshouldkeepinmindsomebasicelementsthateffectthecommunication:TheWaysthatpeopleobservethings(人們觀察事物的方法)VerballanguageNon-verballanguage教學(xué)時(shí)間：第3周教學(xué)內(nèi)容：Unit2:SocialInteractionHowtomakeintroduction;Howtodealwithbusinesscards教學(xué)重點(diǎn):教學(xué)難點(diǎn):教案筆記:DiscoveringCharacteristicsofOtherCulturesWhenteachersask"HowcanIlearnaboutcultureX?n,alltoooftenteachersarediscouragedtolearnthatthereisnocomprehensivebook(orlist)availableoncultureX.Thelackofreadingmatteronvariousculturesis,insomeways,ablessing,sinceknowledgeofotherculturesisbetteracquiredbyexperiencethanbystudy.Thus,teachersshouldplantoexperienceculturesdifferentfromtheirown,particularlytheculturesrepresentedintheirschoolsandclassrooms.Tobevalid,theseexperiencesshouldincorporateafewbasicprinciplesanddiscoverytechniques.HowtomakeintroductionToavoidfeelingsociallyawkwardandtopresentapoised,polished,andprofessionalimageuponmeetingandmakingintroductions,hereareeightguidelinestofollow:Introducepeopleinbusinessbasedonrank,notgenderorage.Inbusiness,theclient,guestorvisitoroutranksthebossorco-workerandshouldbeintroducedfirst.Womenandmenshouldstandwhenintroduced.Alwayssmileandmaintaineyecontact.Shakeawomanandman'shandthesame,straightupanddown.Extendagood,firm(notpainful)handshaketoexhibitrespect,trust,andacceptance.Keeptheformsofaddressequaltoavoiddifferentialtreatmentortheappearanceofpreferentialtreatment.NeveruseanhonorificsuchasMs.,Mr.,orDr.tointroduceyourself.Demonstrateprofessionalismandcredibilitybyclearlystatingyourfullname.Donotcallapersonbyhisorherfirstnamewhenmeetingorbeingintroducedforthefirsttime.Usetheirtitleandlastnameuntilinvitedtobeonafirst-namebasis.3.Tipsofetiquettes:Comparingtheabovetwosituations,youmayfindsomethingsimilar.Thatisthewaytomakeintroductioninbusinessfield,whileitissomewhatdifferentfromsocialetiquette:Presentthehosttothevisitor(oryoungtothesenior);Seniorpositionedispresentedfirst;Ifsomeintroducedareonthesameposition,usuallythesenioragedfirst.IntroductionGames:Asamatteroffact,thisdifferenceliesalsobetweenmostEasternAsianlanguagesandmostWesternlanguages.Thedifferencestemsindifferentcultures.MostEasternAsiancountriesareregardedasthechopsticks-zonednations.WhileinmostWesterncountries,peopleareencouragedtotreatothersequallyregardlessoftheirpositionsanddeeds.Handshakeisaspopularasthedollar.Inbusinessencounter,handshakeisalwaysacceptablenomatterhowdifferenttheculturesofthepeopleare.教學(xué)時(shí)間：第4周教學(xué)內(nèi)容：Unit2:SocialInteractionWhattosayforsmallchat教學(xué)重點(diǎn)：教學(xué)難點(diǎn)：教案筆記：DealwithBusinessCardsThecontentofabusinesscardincludes:companyyouworkfor,name,businesstitle,andcontactingways.Arabic,GermanandsomeEasternAsianculturesprefertogetacademicdegreesincludedaswell.Businesstitlesmaybeconfusingtopeoplefromothercultures,soconsiderusingatranslationthatcanportrayyourjoborpositioninwordsorconceptsmorefamiliartoyourcounterparts.Example：Hints:Youhaveleftoutsomeinformationthathasnothingtodowithyourbusiness(thetitle:Vice-chairmanofWuhanChildren-CaringAssociationandMemberofHubeiCalligraphySociety).Youhaveaddedsomeinformationthatcanmakebusinesscontacteasier(thetelephonenumberofyourcompany,thenameofyourcountry).Youhavegotsomeinformationsimplified(yourpositionandprofession).Sometipsfordealingwithbusinesscards:Translateyourcardintothelocallanguagesifyouaresomewhereoutsideyourcountry.Waittobeintroducedbeforepresentingyourcard.Presentyourcardwiththeprintedsideup.Incaseofbilingualcards,withthelocallanguagesideshowing.Giveyourcardtothehighest-rankingindividualorleaderofthevisitingdelegationfirst,especiallywhentheyarefromJapanorKorea,asthisisasignofrespectandcanavoidembarrassingtheinferior-rankingones.UseyourbothhandstotakeacardfromyourJapanesecontact,butneverusethelefthandifyourcontactisfromIslamicculture.Readitoncemoreafterreceivingacard,asthisisasignofrespect.Ontheotherhand,ifyouhappentohavesometroubles(wedooften)rememberingoftheforeignnames,readingthecardcanhelpagreatdeal.WhattosayforsmallchatInAsiancountries,peopleoftenusekintermsintheirconversation.InWesterncountries,peopledonotusekintermssoextensivelyastheircounterpartsinEasternAsia.Theyevenaddresstheiruncleorauntwithjustthefirstname.Oneofthereasonsforthisisthattheybelieveinequalityverymuchthattheymaythinkbomrelationneedn'tbeemphasized;otherwise,therewillbeagapbetweenpeople.Ageisalsoareason.PeopleinWesterncountriesdon'tliketobethoughtold.Addressesofmostkintermsmayremindthemofbeingaging.Theyalsowouldliketobeaddressedwiththefirstnameasthatshowsacceptanceorfriendliness.DifferenttitlesforaddressingInternationalbusinessactivitiesusuallycannotdoawaywiththedifferentvaluesindifferentcultures.Incertainsocieties,individualisnotvaluedverymuchandanindividuafsvalueisdecidedbyhispositioninthegroupbelongsto.ThisculturaltraitisacknowledgedasCollectivism.MostnationsintheEasternAsiaandtheSouth-EasternAsiaareofcollectivistcultures,whilesomesocietiesvalueindividualveryhighlyregardlessofhis/herpositionandhis/hervirtue.ThiscultureislabeledasIndividualism.AlotofWesternnationsareofindividualistculture.教學(xué)時(shí)間：第5周教學(xué)內(nèi)容：Unit3:CultureandLanguageinInteractionTherelationofcultureandsociolinguistics,Culturaldifferences教學(xué)重點(diǎn)：教學(xué)難點(diǎn)：教案筆記：CultureandSociolinguisticsSincecommunicationistheinteractionofpeopleinthesociety,thesocialcultureinfluencesthecommunicationgreatly.Andtheculturealsoinfluencesstudents,languageskillsandtheirlearningofStandardEnglish,thelanguageofeducation.SociolinguisticsSociolinguistsexaminesocialandculturalinfluencesonlanguagebehavior.Amongthemostimportantconceptstoemergearethoserelatingtodialectsandlanguagestandards.Sociolinguistshavedocumentedthepresenceofdialectsineverylanguage.Foravarietyofreasons,includingnegativepublicattitudesandinadequateteachingmodels,nonstandardEnglishspeakersoftendonoteffectivelylearnStandardEnglishinschool.CulturalDifferencesinDiscourseThesetopiccenteredstoriesarecharacterizedbytightlystructuredsentencesthatreflectonasingleorsmallsetofhighlyrelatedtopics.Thespeakerpresumeslittlesharedknowledgewithlisteners.Topiccenteredstories,therefore,tendtobeveryexplicitandcontaingreatdetail,emphasizingmoretellingthanshowing.Topiccenteredstoriesarethoughtbysometobeassociatedwiththefieldindependentcognitivestyle.IExamplesofCulturalandCommunicativeTendenciesInthissection,wewillpresentexamplesofculturalandcommunicativetendenciesobservableamongAfricanAmericanandwhitestudentsfromseveralculturalgroupsintheUnitedStates.Tendenciesarenotuniversal.Inordertoavoidgeneralizationsandstereotypesaboutculturalgroups,variationswithinculturesmustalwaysbeconsidered.Highlyeducatedpeopleofagivenculturalgrouparelesslikelytorevealindigenouslanguageandcommunicationpatternsthanlesseducatedpersons.Moreover,manypeoplecommunicateinwaysinfluencedbyothercultures.TheSignificanceofCultureBasedCommunicativeBehaviorinSchoolAvarietyofcrossculturalcommunicationproblemscanariseinschool,anditisimportantthatteachersnotautomaticallyblamethestudentorthestudentsfamilyorculture.Problemsoftenresultfrommisunderstandingsorvalueconflictsbetweenteachersandstudentswhoareobeyingdifferentculturallybasedcommunicationrules.SomecommonproblemslinkedtoculturalandcommunicativediversityarepresentedinTableV教學(xué)時(shí)間：第6周教學(xué)內(nèi)容：Unit3:CultureandLanguageinInteractionEntertainmentintheinteractions,makeadisagreementpleasant教學(xué)重點(diǎn)：教學(xué)難點(diǎn)：教案筆記：Insocialinteraction,cultureandlanguageareveryimportantincommunication.Itismoreobviousincommercialorbusinessinteraction.lbformasocialsituation,thereshouldbe:atleasttwoparticipants;anaim;asetting;schemaforfulfilltheaim;verbalornon-verbalcommunication;timeandspace.Itisheardbutitisn'ttakeninthewayitisuttered.Acommunicationstartsfromasourceofinformationandendsintheretrievalofinformation.Inasocialsituation,theparticipantscanplaythebothrolesofthesourceandtheretrievalandtheycanalsointerprettheotherside'smessageintheirownway.Itmeanstheutterancemeaningofthesourcemaynotbefullytakenasthesourcesideexpects.Nowwecanseeininteraction,goodwishdoesn'talwaysleadtoagoodresult.Incross-culturalbusinesscommunication,weshouldknowaboutthedifferentvalues,differentobservationsandcustomsofourcounterpartsandtrytomonitorthesocialsituationinawayweexpectorareoriented.Ms.KaratischeckingthegiftparcelsforagroupofvisitorsfromaJapaneseorganizationpartner.Lowellishelpingher.Afterfinishingreadingtheirconversation,trytodecidewhichofthefollowingstatementsaretrue:ThegiftsforthegroupofJapanesevisitorsarenotthesame.Ifoneofthevisitorsfoundhisgiftwerethesametothatofhisdirector,hewouldfeelgratefulandsatisfied.ForJapanesevisitors,whiskycanneverbeusedasgift.Anefficientsecretarykeepstherecordofthegiftdistributed.Giftdistributingisaquitefrequentpracticeinbusinesscontacts.Anyhow,notallnicelookingandnice-wish-carryinggiftsarereallytakenasnicethingsbyallpeople.Nowadays,moreandmoreorganizationsprefertohavetheirgiftscustomized.Giftscanalsohelpyoutodrawpotentialpartners,customersandsobenefits.Thelastbutnottheleastisthatthoughrefusingagiftisfairlyrareininternationalbusinesscircles,inNorthAmericanandEuropeanculture,companypolicystatesthatanemployeeoftank,isnotallowedtoreceiveagiftofanysize.D.OtherpolitewaysfordecliningHowareWesternpeople?Aretheyverydirectinrefusalmaking?John'sstorymayindicatewhatstallingtechnique（支吾的技巧）isemployedinsaying"no”withoutsayingthewordof"NO".教學(xué)時(shí)間：第7周教學(xué)內(nèi)容：Unit4GenderCommunicationCommunicationModesbetweenMalesandFemales教學(xué)重點(diǎn)：教學(xué)難點(diǎn)：教案筆記：Genderdifferences-includinghowmenandwomentalkandviewlife-cangeneratemisunderstandingandevenhostilityatworkandinfamilyrelationships.Oneofthekeystoimprovingcommunicationbetweenmenandwomenandpeoplewithdifferentpersonalityorculturalstylesistocheckthesemanticsofthewordsbeingusedwhendisagreementsarise.Anotherkeytoimprovingcommunicationistonotalwaysexpecttheworstofothers.AsMillefsLawput:"Inordertounderstandwhatanotherpersonissaying,youmustassumethatitistrueandtrytoimaginewhatitcouldbetrueof.”O(jiān)ftenwecomeintoconversationswithpreconceivednotionsaboutotherpeople.Oneofourgoalsistobreakdownsomeofthosepreconceivednotionssowhensomethinghappens,wecangetpasttheirritabilityandrealizethatalthoughwe'redifferent,we'reafterthesamething--effectivecommunication.GenderCommunicationDifferencesandStrategiesWhatcanyourorganizationdotocreatemoreequalityformenandwomen?Thefirststeptocreatingequalityistounderstandthedifferentstrengthsandstylesthatdifferentgendersbringtotheworktable.Oftentimesmenandwomenusedifferentprocessesfordecisionmakingandleadership.Herearesomecommonwaysthatmenandwomendiffer:Attitudetowardstasksvs.relationships.WayofProcessingInformation.LeadershipStyle.CommunicationStyles.Talktime.Mentakeupmoretimeandspaceatmeetings,whilewomentrytomakesurethereismoreequalityintheroom.Despitestereotypestothecontrarystudieshaveshownthatmentalkmorethenwomen.Meninterruptwomenandtalkoverthemmuchmorethatwomeninternjptmen.Allofthiscanleadtothetypeofmiscommunicationbasedonassumptionsofwhymemberoftheothersexareusingcertainverbalandnon-verbalbehaviors.Thesemiscommunicationscanresultinteambreakdown,peoplenotlisteningtoeachotherandlossofgoodideas.Howdifferentstylesleadtoworkplacedisparity（差別）Thatthereisonlyonestyleorwaytoleadandthatisthemorehierarchicalone.Thatmostwomencan'tbeleadersbecausetheyarenot"strategic."Becausemanyofthesemenaremarriedtowomenwhoworkinthehome,theyhaveahardertimeconceivingofwomenrunningorganizations,andthereforearenotasobjectivewhenmakinghiringandpromotiondecisions.Thereisanunconsciousbeliefthatwomenarenotintheworkforceonapermanentbasisanddon'treallywanttomoveuporstay.教學(xué)時(shí)間：第8周教學(xué)內(nèi)容：Unit4GenderCommunicationStrategiesingendercommunication,Rolesfemalesplayinbusiness教學(xué)重點(diǎn)：教學(xué)難點(diǎn)：教案筆記：A.StrategiestoBridgeGenderDifferencesandValueDiverseStylesIfyougrasptheimportanceofeffectivegendercommunicationsandgenderequalityintheworkplace,thenstartmakingadifferencetodayusingthefollowinggendercommunicationstrategies.Takethesefactswithagrainofsalt.It'simportantnottousethisinformationtostereotypeallmenorallwomen.Stayaware.Bothmenandwomenneedtobeawareofeachothersstylesofcommunicationbothverbalandnon-verbalinordertoavoidmiscommunicationandworkbettertogether.Beawareofunconsciousstereotypesandbiasesandbeopentobreakingpasttheminordertoleverageeachothersstrengths.Recognizethatmanydifferentstylesofleadershipcanbeeffective.Men,beawareofhowmuchtimeandspaceinmeetingsorgroupinteraction.Women,getcomfortableassertingmorespaceforyourself.Finally,GetInformation.Learnaboutmaleandfemalestylesofcommunicationandbeabletouseboth.Theattachmentofsub-culturestotheirmainculturecanbediagramedlikethis:MainCulture

EthnicCultureRegionCultureGenderCultureAgeEthnicCultureRegionCultureGenderCultureAge

CultureGenderCultureisoneofthesub-cultures.Malesandfemalesaretreateddifferentlysincetheearlystageoftheirlife.Now,youmayhaveaclearideaaboutwhatdogenderrolesmean:theexpectedwaysofbehavingforamaleorfemaleaccordingtoasociety.Theconclusionmaybereachedlikethese:Genderrolesaresociallycreated.Genderrolesareclassifiedintothreetypes:Masculine今dominant,aggressive.Administrators,executivemanagers,firemen,etc.aretakenforgrantedtobemales.Feminine-passive,nurturing.Nurses,shopassistants,kindergartencaretakersarethoughttobefemales,occupations.Androgynousfamixtureofmasculineandfeminine.Tom-boyisoneofthecasehere.Genderidentityusuallyinvolvesacertaincombinationofcorrespondencebetweensexualfeatureandgenderroleinthesociety,soitisculturedratherthanmerelybornwithnature.Takingintoconsiderationthepresentsituation,herearesometipsforcareerladiestobeascompetentastheirmalecounterparts:Workprofessionally.Dressproperly(nomini-skirtintheoffice,notoohightheheelinworking,nooddhairstyle,etc.).Beseriousatwork(notalkingwiththemalecolleaguesaboutthetopicunrelatedtowork,nochatonphoneabouttriflethingswithfriendatworktime,etc.).Neverbelateforworkandneverleaveearlierwithoutexcuse.Nogossipingwithotherpeopleintheoffice.Findasuitablewaytooutletstress.教學(xué)時(shí)間：第9周教學(xué)內(nèi)容：Unit5BodyLanguage&Non-VerbalCommunicationBodylanguage,Differencebetweennon-verbal&verbalcommunication教學(xué)重點(diǎn)：教學(xué)難點(diǎn)：教案筆記：Mostpeoplebelievethebestwayofcommunicationisverbal.However,oralcommunicationmakesupjust10percent(orless)ofthetotalmeanstogetacrossamessage.Mostpeopledon'tmeanwhattheysay!TheBodyAlwaysTellsTheTruth!Learnhowtoidentifyemotionslikeanger,boredom,nervousness,doubt,openness,uncertainty,disappointment,orenthusiasmbyviewingfacialexpressions,gestures,andpostures.Youcanleveragebodies1languageknowledgetodiscoverwhetherconfidence,supremacy,andothertraitscanbefoundinpeople.Alternatively,youcanexecutethesemovementswhenyoudesiretocommunicateparticularpersonalitytraitstoinfluenceotherssubconsciously.Terrific,isn*tit?Onceyouhavereadthissection,youneverwillviewtheworldinthesamemanneragain.Youllhavetheabilitytoinstantlyadjustparticularactionstoanysituation.Itwillbeveryeasytocommunicatewithothers.Youwilldevelopamuchbetterinsightaboutpeople.Itisasthoughyouareseeingthingsafresh.Non-verbalCommunicationSomesignalsareprobablycommontoallofus.AllthesignalsIhavementionedsofarcanbecontrolled.EBodylanguageisthereasonwhysellingface-to-facehasahugeadvantageoversellingbyphone.Ourbodylanguagewillgiveothersanimpressionofourselvesorshowouremotions.YouYeprobablyusingitrightnowtoreadthisarticle(youwilleitherbealertandinterested,orbaffledandun-interested).教學(xué)時(shí)間：第10周教學(xué)內(nèi)容：Unit5BodyLanguage&Non-VerbalCommunicationDescriptionofsomefacialexpressions,waystoimprovebodylanguage教學(xué)重點(diǎn)：教學(xué)難點(diǎn)：教案筆記：A.uanimportantaspectofPosturerunningasuccessfulbusiness"Ourbodylanguageisanimportantaspectofrunningasuccessfulbusinessaswecannotalwayssaywhatwereallyfeel.Thismeanswehavetoactpositiveinnegativesituations(andvice-versaofcourse).Youcanalsoidentifyotherpeople'sbodylanguageandknowwhattheyreallymean:whatevertheymaybesayingB."Ifyouaresitting,youcanstillgiveanimageofpower"Ifyouaresitting,youcanstillgiveanimageofpower.Ifstandingisn'tappropriate,usemorespacebystretchingyourlegsoutorbyhavingyourarmsatthesideofthechair.Whenyouareonthephoneandyouneedtobeassertive,standingupwillprojectyoururgency.Hand-to-FaceMovementsGestures"weareattractedtothosepeoplewhoaresimilartoourselves"Anothergesturethatweuseiscalled'mirroring1.Amorecommongestureisperhapstheonethatismostannoying.Groominggesturesarethosethingswedotoreassureourselves.FacialExpressionEyeContact”Makinglittleeyecontactcansaythattheotherpersondoesn'tlikeyou**Bodylanguagecomesinmanyforms.Differentpeoplehavetheirownabilitytorecognizebodylanguageandtheywillrecognizeitwithdifferentmeaningstootherpeople.So,whenyouusebodylanguage,onepersonmayseeitdifferentlytotheother.教學(xué)時(shí)間：第11周教學(xué)內(nèi)容：Unit6CulturalConflictionCausesofculturalconfliction,ImproverelationshipsbyCCC教學(xué)重點(diǎn)：WhatisCulturalConfliction?教學(xué)難點(diǎn)：High-Context―Low-ContextCulturalPattern教案筆記：TheconflictionbetweenWesternandEasternculturesisrootedmainlyinfourbasicculturalpatterns:Collectivist-IndividualistCulturalPatternInindividualcultures,eachindividualisanequallyimportantpartofthesocialstructure,andeachindividualisvaluedforhis/heruniqueroleinthesociety.Incollectivecultures,ontheotherhand,allindividualsareveryloyaltothegroupstheyarepartof,andusuallymakechoicesaboutmarriage,education,andworktogetherwiththeirfamiliesorotherpeopleinthesamegroup.High-Context—Low-ContextCulturalPatternLow-contextcommunicationislikeacomputergrogram;everythingmustbespecifiedinthecodedmessageorthecomputerprogramwillnotrun.Inalow-contextcultureliketheUnitedStates,individualsmustexpressthemselvesasexplicitlyaspossibleforeffectivecommunicationtooccur.High-contextcommunication,incontrast,islikecommunicationbetweentwinswhowereraisedtogether.Itisnoticedthattwinsintuitivelyunderstandeachotheranduseshortenedsentencesandwordswhentheytalk.Toensureefficientcommunicationwithpeoplefromhigh-contextcultures,onehastokeepasharpeyeonalltheverbalandono-verbalsigns,becausetheyuseunde