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 12周，总第12 次课 安排 章节 Unit 6 Culture and Nonverbal Communication 名称 Learn the relationship between the Culture and the Nonverbal 教学Communication 目的 教学 Learn the relationship between the Culture and the Nonverbal 重点Communication 与 难点 教 学 内 容 与 过 Warm Up Questions 1. Why do you have to do so much about your appearance to get yourself ready for an interview? 2. What messages are sent to one another without saying any words? Can these messages be sent as effectively by words? Our appearance may communicate very much to other people we meet. It is often one of the most important means by which we can leave an impression upon people, especially those who we meet for the first time. In this case, even before the interview begins, a lot of messages about the persons involved in it are already sent to each other, by the light but decisive knocking at the door,the large oak desk behind which the woman is sitting, the mod clothes she is in, the smiles they exchange, the way they look at and shake hands with each other.
Reading I An Overview of Nonverbal Communication Comprehension questions 设 1. Can you speak each of the following sentences in different ways to mean differently? 计 1) She is my best friend. 2) You?ve done really good job. 3) Come here, please. 4) That?s all right. Speaking the same sentence with the stress on different words may mean different things. For instance, if the stress falls on ―she‖ in the first sentence, it means it is SHE, not you or somebody else, that is my best friend. But if the stress falls on ―my‖, it implies that she is MY, not your or somebody?s, best friend. 2. Speakers of British English use loudness only when they are angry, speakers of Indian English use it to get the floor, a chance to speak. So when an Indian speaker is trying to get the floor, what would the British speaker think of the Indian and what would the British behave in response? The British speaker may think that the Indian gets angry with him or behaves rudely towards him, so he may complain about the Indian?s rudeness or even return his rudeness as a response. 3. What differences in body language use have you noticed between your Chinese teachers and foreign teachers? There are really some differences between Chinese teachers and foreign teachers in their use of body language. For instance, Chinese teachers in general do not use gestures as much as foreign teachers do, and their facial expressions often seem to be less varied than those of many foreign teachers. 4. Do you know any gestures we often use that might be misunderstood by people from other cultures? For example, the way we Chinese motion to others to come over might be misunderstood by people from some Western countries to mean bye-bye. 5. How do we Chinese people use eye contact in communication? During a conversation between two Chinese, it seems that the speaker and the hearer would usually look at each other (not necessarily in the eye) from time to time. How much eye-contact there is may depend on the relationship between the speaker and hearer and the situation they find themselves in. 6. How will you eye them when you are communicating with people from the United States or people from Japan? While talking with Americans, we should look directly into the eyes of the person with whom we are talking. However; while talking with Japanese, we are not expected to look at them in the eye but at a position around the Adam?s apple. 7. Do you often smile at others? Why or why not? It depends. For instance, it seems that we Chinese, as well as people of other Eastern Asian countries, do not usually smile at strangers as much as Americans. 8. What function(s) may laughter serve in our culture? Does it sometimes cause intercultural misunderstanding? Laughter in our culture may serve various functions. Sometimes, it is used to express amusement or ridicule, and sometimes it is simply used to make one feel less embarrassed. 程
9. Do you often touch others while talking with them? Whom do you touch more than others? We Chinese generally do not often touch others while talking with them unless they are our intimate friends or younger children. 10. In small groups or in pairs, demonstrate all the possible ways you can think of to greet another person. Is touching always part of a greeting? No. Touching is not always part of a greeting in our culture as in some other cultures. 11. Will you apologize if you accidentally touch other people in public places? Why or why not? Many people will apologize if they accidentally touch other people in public places since in our culture people who are strangers to each other should not touch. However, whether people will apologize or not depends on the situations. If a person accidentally touches a stranger in a very crowded place, he or she may not apologize for it. Matching Task When trying to operate in a cross-cultural situation, we frequently face a myriad of potential communication hazards. Not only do different cultures speak unintelligible languages, but their body languages are often mutually incomprehensible as well. Different gestures may serve the same function, and the same gesture can have a number of unanticipated consequences when dealing with people from different cultures. Think over the following and make a proper match between cultures and gestures or the meanings they convey. Observation Task Work in pairs to observe people?s gestures, touching, eye contact, etc. in one or two of the following recommended areas Record your observations in the spaces provided in the following table as required:Then report the results of your observations to the class. Sharing Knowledge: Factors that Influence Touch Exploration Try to decide if there are any other factors that may influence our use of touch in communication, and if there exist any differences between younger generation and older generation in the use of touch. 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 13周，总第13次课 安排 章节 Unit 6 Culture and Nonverbal Communication 名称 Learn the relationship between the Culture and the Nonverbal 教学Communication 目的 教学重点Learn the relationship between the Culture and the Nonverbal Communication 与 难点 教 Reading II 学 Comprehension questions 1. What may often happen to those who do not conform to their culture?s accepted 内 gender “script”? There are often severe social penalties for those who act in violation of their 容 culture?s accepted gender ―script.‖ 2. Does touch have any connotation in different situations? Can you give some 与 specific examples? Touch, like physical closeness, may be considered an expression of affection, Gender and Nonverbal Communication
support, or sexual attraction. For instance, in some cultures, it may be all right for women friends and relatives to walk arm-in-arm, dance together, and hug one another, but if men do so, they may be frowned upon, for it would be considered as 程 having the connotation of being homosexual. 3. What will possibly happen to a woman who is appreciably taller than the man? 设 Taller women may attempt to diminish themselves, to slouch and round their shoulders so as to retreat or to occupy as little space as possible4. Are men and 计 women required to have the same facial expressions? Does smile mean the same things to both men and women? 5. Why are the African-American women less deferential than white women and less inclined to smile? African-American women are found to be less deferential than white women and, therefore,less inclined to smile, simply because it is expected of them to be so in their culture. 6. In what ways may direct eye contact between individuals be interpreted? Looking directly into another person?s eyes can connote an aggressive threat, a sexual invitation, or a desire for honest and open communication. 7. What was found in a study of nonverbal communication among Hispanic couples? In a study of nonverbal communication among Hispanic couples, it was found that many Puerto Rican wives never looked directly at their husbands. 8. How does clothing manifest and promote cultural definitions of masculinity and femininity? Through clothing and make-up, the body is more or less marked, constituted as an appropriate, or, as the case may be, inappropriate body for its cultural requirements. Males and females have to dress themselves appropriately according to their cultural definitions of masculinity and femininity. 过 Writing First read the following. Then write a short essay to comment on Americans as described above. Group Work In intercultural communication, misunderstandings often occur in the interpretations of nonverbal behaviors because different display rules create very different meanings about the appropriateness and effectiveness of particular interaction sequences. As you can see, cultural variations in nonverbal communication alter the behaviors that are displayed, the meanings that are imposed on those behaviors, and the interpretations of the messages. Work with your group members to decide how we should interpret others? nonverbal behavior in intercultural communication. Identifying Difference: Posture and Sitting Habits Questions for discussion Can you find some examples of people communicating by the way they sit, stand or walk? Are there any differences between the Chinese culture and other cultures in the way people are expected tosit, stand and walk? Cultural Information: How the Japanese Communicate Nonverbally Exploration An American journalist once said that “after three days in Japan, the spinal column