*教学内容与过程设计的主要内容包括（供参考，编写教案时自行删除）： 一、根据教学大纲、教学目的以及教材特点选择教学内容；
二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点； 三、课堂教学环节及各环节的大致时间安排。
*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。 *“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。
教案
时间第 3周，总第 5 次课 安排 章节 Unit 2 Culture and Communication 名称 教学Learn the relationship between the culture and communication 目的 教学重点Go on learning the relationship between the culture and communication 与 难点 教 学 内 容 与 Reading II Elements of Communication Comprehension questions 1. What are the aspects of context mentioned above? One aspect of context is the physical setting, including location, time, light, temperature, distance between communicators, and any seating arrangements. A second aspect of context is historical. A third aspect of context is psychological. A fourth aspect of context is culture. 2. In what ways would your posture, manner of speaking or attire change if you move from one physical setting to another, for example, from your home to a park, to a classroom, to a restaurant, to a funeral house, etc?
One?s posture, manner of speaking or attire change from being casual to formal gradually from home to a park, to a classroom, to a restaurant, to a funeral house, etc, according to different formalness and seriousness of these situations. 程 3. How do people acquire communication norms in their life? People acquire communication norms from their experiences in life. 设 4. What examples can you give to describe some Chinese norms in our everyday communication? 计 For example, it seems to be a norm in China to address one?s boss by his or her title and never to express one?s disapproval directly to him or her. 5. How can we play both the roles of sender and receiver in communication? As senders, we form messages and attempt to communicate them to others through verbal and nonverbal symbols. As receivers, we process the messages sent to us and react to them both verbally and nonverbally. 6. Does the sender plays a more important role than the receiver in communication? No, they are equally important for both of them are essential in the process of communication. 7. In what ways do the differences between participants make communication more or less difficult? Three especially important variables affecting participants which are relationship, gender, and culture make communication more or less difficult. 8. What is a symbol and what is a meaning? The pure ideas and feelings that exist in a person?s mind represent meanings. The words, sounds, and actions that communicate meaning are known as symbols because they stand for the meanings intended by the person using them. 9. How can meanings be transferred from one person to another? What problems may arise in this process? A message from one person is encoded into symbols and then decoded into ideas and feelings to another person. In this process of transforming include nonverbal cues, which significantly affect the meaning created between the participants in a communication transaction. 10. When are unintended or conflicted meanings likely to be created? Unintended meanings are created when the decoding person receives a meaning unrelated to what the encoder thought he or she was communicating. Conflicting meanings are created when the verbal symbols are contradicted by the nonverbal cues. 11. Which channels do you usually prefer in communication? Why? Of the five channels, some may prefer sight. As the old saying goes, ―words are but wind, but seeing is believing.‖ 12. What examples can you find to show that one channel is more effective than others for transmitting certain messages? For example, when asking a lady for a date, a young man may wear an immaculate suit and spray some perfume to show that he highly values this date with her. In this case, sight and smell are definitely more effective than words for conveying that particular message. 13. What are the things that can create noises in the process of communication? Sights, sounds, and other stimuli in the environment that draw people?s attention away from intended meaning are known as external noise. Thoughts and feelings that interfere with the communication process are known as internal noise. Unintended 过
meanings aroused by certain verbal symbols can inhibit the accuracy of decoding. This is known as semantic noise. 14. What should we do to reduce the interference of noise in communication? When communicating with others, we should pay undivided attention to communication itself, avoiding being distracted by any external or internal noise. Besides, we should make sure that what we say is correctly understood by others and vice versa to prevent semantic noise from generating. 15. Why is feedback a very important element of communication? Feedback is very important because it serves useful functions for both senders and receivers: it provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process. 16. What will you usually do when you receive negative feedback in communication? Open. Discovering Problems: Misleading Commercial Signs Questions for discussion Have you ever found some similar cases of mistranslation in our life? If you have, what are they? Can you work out some improvement on these mistranslations? Matching Task In communication, the sentence meaning and the speaker?s meaning may not be exactly the same.What is important to successful communication is not just knowing the sentence meaning but knowing what the speaker actually means by the sentence said. In the following there should be ten short dialogues. Try to make a proper match between each of what the first speaker says on the left and what the second speaker says on the right to form a dialogue that will make sense, and then decide what is possibly meant by the second speaker in the dialogue. Identifying Difference: Communicating or Communicating Effectively Exploration Try to explain why we sometimes find it very difficult to communicate effectively with others, and then to suggest what we can do about it. Group Work Work with your group members to try to explain why we Chinese tend to end our meals with our friends and others in the way described above. Materials for Reference How to Define Culture 教 学 后 记 *
*教学内容与过程设计的主要内容包括（供参考，编写教案时自行删除）： 一、根据教学大纲、教学目的以及教材特点选择教学内容；
二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点； 三、课堂教学环节及各环节的大致时间安排。
*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。 *“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。
教案
时间第3周，总第 6 次课 安排 章节 Unit 3 Cultural Diversity 名称 教学Learn the cultural diversity 目的 教学重点Learn the cultural diversity 与 难点 教 学 内 容 与 Warm Up Questions 1. Why did Jackson say that Mr. Zhao was asking too much? 2. What do you think of the relationship between Mr. Qian and Mr. Zhao? Are they really good friends? To many Chinese, Mr. Qian and Mr. Zhao are really good friends, for they have helped each other from time to time. Since Mr. Zhao lent Mr. Qian a large sum of money to help his business get over the difficulty, Mr. Qian was greatly indebted to Mr. Zhao. In Chinese culture, friendship means a willingness to be indebted and to repay the debt more than owed. However, many Americans, like Jackson, would say that Mr. Zhao was asking too much, for what they value more are individual
achievement and independence rather than relationship with one another, and they do not like to put themselves in others? debt, especially in those matters where Mr. Zhao asked Mr. Qian to help. Of course, Americans will be willing to help their friends. 程 But most of the time, things for which they will lend a helping hand to their friends should be very small, such as driving a friend to an important event when his or her 设 own arrangements for transportation fails. For them, it may be uncomfortable, even very strange, to ask for so much assistance from or provide it to a friend. 计 Reading I Different Lands, Different Friendships Comprehension questions 1. Why is it comparatively easy to make friends in the United States? Because few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life. 2. Do people from different countries usually have different expectations about what constitutes friendship and how it comes into being? Yes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being. 3. How is friendship in America different from friendship in West Europe? In West Europe, friendship is quite sharply distinguished from other, more casual relationships, is usually more particularized and carries a heavier burden of commitment, while in America the word ―friend‖ can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring. 4. In what country does friendship have much to do with one?s family? And in what country does it not? In Germany, friendship has much to do with one?s family as friends are usually brought into the family, while in France it doesn?t as, for instance, two men may have been friends for a long time without knowing each other?s personal life. 5. What is friendship like when it is compartmentalized? For instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends fill different niches in each person?s life. 6. What are friendships usually based on in England? English friendships are based on shared activity. Activities at different stages of life may be of very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find that they participate in the activity with the same easy anticipation of what each will do day by day or in some critical situation. 7. Do you think friendship shares some common elements in different cultures? If you do, what are they? Yes. There is the recognition that friendship, in contrast with kinship, invokes freedom of choice. A friend is someone who chooses and is chosen. Related to this is the sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably a kind of equality of give-and-take. 8. What do you think is the typical Chinese concept of friendship? Is it similar to or different from any of the Western friendships? It seems that the typical Chinese concept of friendship lays great emphasis on 过