资源简介

Worksheet (Critical Thinking)
I. Reviewing cross-cultural communication barriers
What may cause cross-cultural misunderstandings according to what we have learned in the unit Can you sort the factors into a bubble map
bubble map
(
Cross-
cultural
misunder
-
standings
)
II. Brainstorming cross-cultural communication barriers
What are some other factors that may cause cross-cultural misunderstandings Can you add them to the bubble map
III. Telling failed cross-cultural communication experiences
Describe a story about across-cultural experience based on the picture.
Expressions to describe feelings: Prefix: im- un- dis- con- Word: comfortable easy fused oriented pleased pleasant patient possible polite reasonable stressed
Share a cross-cultural communication failure that you, your family or your friends once experienced.
IV. Reconsidering the relationship between language and culture
1
Appendix:
2
Worksheet (Assignments)
1. Individual work: Finish Self-assessment on P33.
2. Group work:
Connotations refers to the emotional implications and associations that a word may carry, which vary among different languages. For example, the number 4 is considered unlucky by Chinese people just as 13 in the western world, because 4 sounds the same as “死”, which means death. Work in groups, choose one type of words (number, color, animals, plants) and study their connotation in both the English and Chinese language. Make a presentation about your discovery.
Task Allocation
Student 1-4 Do research online and decide on the proper words with different connotations in the English and Chinese culture.
Student 1 & 2 Collect information about words with cultural connotations; Write a draft illustrating the cultural message of these words in both the English and Chinese language.
Student 3 Sort the collected information and put it in a table (see P32); Edit and proofread the paragraph to make sure it includes a topic sentence, several supporting sentences and writing strategies like “explaining”, “describing”, “giving an example”, “telling a story”, “defining” or “quoting”;
Student 4 Design a slide that displays the table; Make a presentation on behalf of the group and make sure it employs speaking strategies like “greeting” or “asking a question.”
Rating Scale
Peer Assessment Needs improvement >>>>>> Excellent Total
4 8 12 16 20
Group 1 1. The words they chose are typical and carry different cultural connotations.
2. Their presentation includes adequate and well-organized supporting sentences.
3. The presenter maintains eye contact, uses body language effectively and speaks at a proper speed.
4. Their presentation attracts your attention.
5. Their presentation deepens your understanding of cultural differences.
Group 2
3
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Self-Assessment Checklist
Attributes Behaviors
Thinking independently □ DoI understand other team members’ ideas □ DoI agree with them
Clarity □ DoI get my thoughts across □ Is our written work clear in meaning
Accuracy □ Have I checked out the thing(s) that the team cannot reach an agreement about □ Is the speech opening appropriate
Relevance □ Does our written work connect with topic – without irrelevant information □ Does our presentation slides include too much irrelevant things
Logical □ Can Ispot when things don’t make sense □ Do werework or rewrite to make sure things flow or fit together
Fairness □ DoI consider other team members’ ideas and feelings □ DoI consider the needs of the potential audience
3. Individual work (optional):
Cultural intelligence, also called CQ, offers a number of benefits to cross-cultural communication. Watch a silent video to learn something interesting about the concept. Write a passage with all the information included and record your narration to match the video. Pay attention to your opening remarks and pace.
4(共30张PPT)
《 高 中 英 语 》 ( 上 外 版 )
必修第一册第二单元
L anguage and Culture
授 课 教 师 ：
课时 主要内容 1 Getting Started/ Reading A 2 Vocabulary Focus 3 Grammar in Use 4 Listening and Viewing 5 Moving Forward 6 Reading B / Culture Link 7 Critical Thinking/ Famous Quote Further Exploration / Self-assessment (homework)
《 高 中 英 语 》 ( 上 外 版 )
必修第一册第二单元
sort out cross-cultural communication barriers with the help of a bubble map;
2. 根据图片信息，运用举例方式阐述观点，讲述跨文化交际故事，表
达情感态度；
illustrate your idea about cross-cultural communication with a story as an example based on picture clues and describe your feelings;
3. 联系自身实际和体验，进一步理解语言与文化间的关系。
gain a better understanding of the relationship between language and culture by reflecting on your real-life experiences.
学习目标 Learning Objectives:
At the end of the lesson, you will be able to …
1. 借助bubble map ，梳理引起跨文化交际障碍的因素；
Cross-cultural
misunderstandings
Cross-cultural
misunderstandings
Cross-cultural
misunderstandings
time concept
e.g. ahorita
cultural
misunderstandings
time concept
e.g. ahorita
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
French fries vs. chips, biscuits vs. cookies pants vs. trousers
Cross-cultural
misunderstandings
time concept
e.g. ahorita
Cross-cultural
misunderstandings
time concept
e.g. ahorita
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
French fries vs. chips, biscuits vs. cookies pants vs. trousers
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
French fries vs. chips, biscuits vs. cookies pants vs. trousers
food tradition
e.g. chicken feet vs. goose liver
Cross-cultural
misunderstandings
time concept
e.g. ahorita
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
French fries vs. chips, biscuits vs. cookies pants vs. trousers
food tradition
e.g. chicken feet vs. goose liver
Cross-cultural
misunderstandings
time concept
e.g. ahorita
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
French fries vs. chips, biscuits vs. cookies pants vs. trousers
food tradition
e.g. chicken feet vs. goose liver
personal space
e.g. social distance in the elevator
Cross-cultural
misunderstandings
time concept
e.g. ahorita
Cross-cultural
misunderstandings
time concept
e g. ahorita
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
French fries vs. chips, biscuits vs. cookies pants vs. trousers
food tradition
e.g. chicken feet vs. goose liver
personal space
e.g. social distance in the elevator
Cross-cultural
misunderstandings
time concept
e.g. ahorita
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
French fries vs. chips, biscuits vs. cookies pants vs. trousers
personal space
social distance
in the elevator
greeting customs
e.g. bowing vs. waving e.g.
vs. hugging
food tradition
e.g. chicken feet vs. goose liver
pants vs trousers
Cultural differences may lead to failures in cross-cultural communication.
Culture Language
greeting customs
e.g. bowing vs. waving
vs. hugging
________
regional differences
e.g. shaking and nodding heads I don’tcare vs. I don’t mind
personal space
e.g. social distance in the elevator
French fries vs. chips, biscuits vs. cookies
Describe a story or an experience about cross-cultural
communication based on the picture.
illustrate an idea with an example
I am Sala from Fiji, a country in the
South Pacific.
Lately, I’ve come to realize cultural differences may lead to failed cross-
cultural communication.
For example, I come from a country where only chiefs（酋长） can touch
It was such a(n) experience
/I feel so .
__________________________________
.
__________________________________
people on the head. However,
I am Sala from Fiji, a country in the
South Pacific.
Lately, I’ve come to realize cultural differences may lead to failed cross-
cultural communication.
For example, I come from a country where only chiefs（酋长） can touch people on the head. However,
Prefix
im- un-
dis- con-
Word
comfortable
easy
fused
oriented
pleased
pleasant
patient
possible
polite
reasonable
stressed
It was such a(n) experience
/I feel so .
__________________________________
.
__________________________________
feelings
introduction
topic sentence
example
I am Sala from Fiji, a country in the
South Pacific.
Lately, I’ve come to realize cultural differences may lead to failed cross-
cultural communication.
For example, I come from a country where only chiefs（酋长） can touch
It was such a(n) experience
/ I feel so .
__________________________________
.
__________________________________
people on the head. However,
I am Emma, an exchange student
from France.
Lately, I’ve come to realize cultural differences may lead to failed cross-
cultural communication.
For example, now I am studying in a class full of students from all over the
world. When we have difference views,
__________________________________
.
__________________________________
It was such a(n) experience / I feel so .
I am Thomas, a bank manager from
Germany.
Lately, I’ve come to realize cultural differences may lead to failed cross-
cultural communication.
For example, yesterday I went to the airport to pickup one of my new clients from Japan, but
__________________________________
.
__________________________________
It was such a(n) experience /I feel so .
I am Neo from America.
Lately, I’ve come to realize cultural differences may lead to failed cross-
cultural communication.
For example, I met a strange Korean woman at the JFK Airport the other day, who asked me the way to the check-in
counter. Yet,
__________________________________
.
__________________________________
It was such a(n) experience / I feel so .
I am .
(When Where ), I/ experienced a cross-cultural communication failure caused by cultural differences.
________________________________________________________
___________________________________________________________
___________________________________________________________
.
___________________________________________________________
It was such a(n) experience. / I/ feel so
.
__________
Share a cross-cultural communication failure that
you, your family or your friends once experienced.
topic sentence
introduction
feelings
example
I am
experienced
example
introduction
In order to have successful cross-cultural communication,
we have to develop cultural awareness .
Culture Language
It was such a(n) experience. / I feel so
.
__________
Share a cross-cultural communication failure that
you, your family or your friends once experienced.
___________________________________________________________
.
___________________________________________________________
feelings
inter-related
Culture Language
“
”
Assignments:
1. [Individual work] Finish Self- assessment on P33.
cultural connotations
Assignments:
1. [Individual work] Finish Self- assessment on P33.
2. [Group work] Make a presentation about words with different cultural connotations.
Assignments:
3. [Individual work (optional)] Watch a video in silent mode about CQ.
Write a passage with all the
information included and record your narration to match the video.
opening remarks
pace
Thank you!高中英语（上外版）必修第一册 Unit 2 Language and Culture
课时： 课题：Cross-Cultural Misunderstandings
课型：Critical Thinking 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 7 课时，核心目标为引导学生讲述跨文化交际经历并表达 相关情感态度，和培养学生运用具体事例说明问题的能力。
2. 设计思路
本课从回顾单元话题知识出发，引导学生整合阅读语篇、视听语篇和词汇课 作业等涵盖的文化知识，借助 bubble map，对造成跨文化交际障碍的因素进行初 步整理、归纳。其次， 学生就该问题展开头脑风暴，进一步构建 bubble map，拓 展单元话题知识。接着，学生根据补充的图片信息讲述他人的跨文化交际故事， 将抽象问题具体化，表达情感态度，培养共情能力，并在语言产出的过程中内化 本单元的语言知识和语言技能；之后，学生分享自身经历，将单元话题知识迁移 至新情景，分析新问题。最后， 学生通过对单元封面页引言的反思，重新思考文 化与语言的关系，理解培养跨文化意识的重要性。
由于项目探究（Further Exploration）板块要求学生以项目为载体，采用小组 讨论和上网收集信息等形式探究同一个词在不同文化背景下的文化内涵，且最终 以项目汇报形式呈现，如在课内开展，在时间和设备上都存在着较大的局限性。 因此本课将该板块内容布置为课后小组作业，细化了组内的任务分工，设计了活 动的评价标准，以保证培养学生自主学习、合作学习和探究学习的能力。学生呈 现语言产出时，将结合综合运用（Moving Forward）板块所学的写作和演讲策略， 对单元所学进行梳理和巩固。
3. 重点难点
借助 bubble map，串联并拓展引起跨文化交际障碍的因素；根据图片信息， 讲述跨文化交际故事，并与故事人物共情。
Lesson Plan
By the end of this period, students will be able to:
1. sort out cross-cultural communication barriers with the help of a bubble map;
2. illustrate their idea about cross-cultural communication with a story as an example based on picture clues and describe feelings;
3. gain a better understanding of the relationship between language and culture by reflecting on their real-life experiences.
Procedures:
1
I. Reviewing cross-cultural communication barriers
*Teacher: Lead students to review the factors that may cause cross-cultural misunderstandings learned in the unit with the visual aid of a bubble map. *Students: Recall the four articles in Reading, Listening and Viewing texts and the example in homework for Vocabulary Focus, and identify the cross-cultural misunderstandings mentioned in them. Purpose: To help review the culture knowledge learned in the unit with the aid of a bubble map.
(
bubble map
Cross-
cultural
misunder
-
standings
)
Guided questions:
1. What may cause cross-cultural misunderstandings, according to what we have learned in Reading A, the radio programme in Listening, the mini-lecture in Viewing, Reading B and homework for Vocabulary Focus
2. Can you recall the specific examples
II. Brainstorming cross-cultural communication barriers
*Teacher: Encourage students to come up with other cross-cultural communication barriers and think about the relationship between language and culture. *Students: Brainstorm other cross-cultural communication barriers based on picture clues, generalize from specific examples, and add them to the bubble map. Purpose: To extend students’ understanding of cultural barriers and to highlight the crucial role of culture in communication.
2
Guided questions:
1. What kind of cross-cultural communication barriers can you find in the pictures
2. Can you use a word or phrase to generalize the factors that may cause cross-cultural misunderstandings
3. What can we learn about the relationship between language and culture from the bubble map
III. Telling failed cross-cultural communication experiences
*Teacher: Get students to tell stories about cross-cultural communication experiences. *Students: Pick a card with a picture on it and describe the cross-cultural experience and the feelings it entails based on picture clues, using the given structures and expressions. Share their own experiences of failed cross-cultural communication. Purpose: To integrate the skill of telling a story and the use of prefix learned in the previous lessons, to develop empathy and to relate to students’ real-life experiences.
Guided questions:
1. Can you describe to your classmates a story or an experience about cross-cultural communication based on the picture
3
Prefix: im- un- dis- con-
Word: comfortable easy fused oriented pleased pleasant patient
possible polite reasonable stressed
(Picture 3: Iam Thomas, a bank manager from Germany. Lately, I’ve come to realize that cultural differences may lead to failed cross-cultural communication. For
4
example, yesterday I went to the airport to pickup one of my new clients from Japan, but when I extended my hand to him, he handed over his business card. There was an awkward silence for at least 5 seconds. We both didn’t know what to do or say next. I felt so confused.)
2. Can you share a cross-cultural communication failure that you, your family or your friends once experienced
I am .
(When Where ), experienced a
cross-cultural communication failure caused by cultural differences.
.
It was such a(n) experience. / I/ felt so .
3. What can we conclude from these stories How can we become more successful in cross-cultural communication
IV. Reconsidering the relationship between language and culture
*Teacher: Get students to read the quote at the beginning of the unit and reconsider the relationship between language and culture. *Students: Reflect on the quote and what they have learned in this period, and gain new insights into the relationship between language and culture. Purpose: To develop students’ ability to evaluate and to see things from different perspectives.
Guided questions:
1. What is your understanding of this quote
2. What do you think of the relationship between language and culture now
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V. Assignments
1. Individual work: Finish Self-assessment on P33.
2. Group work:
Connotations refers to the emotional implications and associations that a word may carry, which vary among different languages. For example, the number 4 is considered unlucky by Chinese people just as 13 in the western world, because 4 sounds the same as “死”, which means death. Work in groups, choose one type of words (number, color, animals, plants) and study their connotation in both the English and Chinese language. Make a presentation about your discovery.
Task Allocation
Student 1-4 Do research online and decide on the proper words with different connotations in the English and Chinese culture.
Student 1 & 2 Collect information about words with cultural connotations; Write a draft illustrating the cultural message of these words in both the English and Chinese language.
Student 3 Sort the collected information and put it in a table (see P32); Edit and proofread the paragraph to make sure it includes a topic sentence, several supporting sentences and writing strategies like “explaining”, “describing”, “giving an example”, “telling a story”, “defining” or “quoting”;
Student 4 Design a slide that displays the table; Make a presentation on behalf of the group and make sure it employs speaking strategies like “greeting” or “asking a question.”
Rating Scale
Peer Assessment Needs improvement >>>>>> Excellent Total
4 8 12 16 20
Group 1 1. The words they chose are typical and carry different cultural connotations.
2. Their presentation includes adequate and well-organized supporting sentences.
3. The presenter maintains eye contact, uses body language effectively and speaks at a proper speed.
4. Their presentation attracts your attention.
5. Their presentation deepens your understanding of cultural differences.
Group 2
6
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Thinking Self-Assessment Checklist
Attributes Behaviors
Thinking independently □ DoI understand other team members’ ideas □ DoI agree with them
Clarity □ DoI get my thoughts across □ Is our written work clear in meaning
Accuracy □ Have I checked out the thing(s) that the team cannot reach an agreement about □ Is the speech opening appropriate
Relevance □ Does our written work connect with topic – without irrelevant information □ Does our presentation slides include too much irrelevant things
Logical □ Can Ispot when things don’t make sense □ Do werework or rewrite to make sure things flow or fit together
Fairness □ DoI consider other team members’ ideas and feelings □ DoI consider the needs of the potential audience
3. Individual work (optional):
Cultural intelligence, also called CQ, offers a number of benefits to cross-cultural communication. Watch a silent video to learn something interesting about the concept. Write a passage with all the information included and record your narration to match the video. Pay attention to your opening remarks and pace.
(We have IQ and EQ, but what is CQ CQ, also known as cultural intelligence, refers to a person’s knowledge of cultural differences – namely, his/her ability to define culture, understand how culture affects our behavior, and recognize how culture varies from each other. Being culturally intelligent also means being mindful of differences in cross-cultural communication – that is, being aware of one’s own assumptions, ideas and emotions while noticing what is apparent about the other person or culture. You are wondering if there is a checklist to make sure you are culturally intelligent
Sure! First, be open-minded. Second, seek information. Third, mind body language. Last, use empathy. If you manage to meet these requirements, you will then be able to succeed in cross-cultural negotiations and solve conflicts caused by
7
cultural differences. To sum up, we can assess a person’s capacity to function effectively in different culture from the three aspects below: knowledge, mindfulness and behavior. Let me tell you why cultural intelligence is important nowadays. In the era of globalization, we travel to or work in a foreign country; we trade either privately or in a firm across the world; we communicate with people across borders or in a certain setting; and we negotiate both locally and globally. That is why we need to equip ourselves with cultural intelligence.)
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