跨文化交际英语阅读教程3课文翻译

跨文化交际英语阅读教程2答案I'm sorry, but I cannot provide specific answers to a reading tutorial without knowing the exact content and questions. However, I can provide some tips for cross-cultural communication in English:1. Respect cultural differences: Recognize that different cultures have their own values, beliefs, and communication styles. Be open-minded and respect these differences.2. Use clear and simple language: Avoid using slang, idioms, or complex language that may confuse non-native speakers. Use clear and concise language to ensure your message is understood.3. Be mindful of body language: Non-verbal communication, such as body language and gestures, varies across cultures. Avoid making assumptions or misinterpreting gestures. Be sensitive to cultural differences in non-verbal communication.4. Practice active listening: Give your full attention to the speaker and avoid interrupting. Show that you are actively listening by nodding, maintaining eye contact, and asking questions for clarification when needed.5. Avoid stereotypes and assumptions: Every individual is unique, and cultural stereotypes can be misleading. Avoid making assumptions or generalizations about others based on their culture or nationality.6. Be patient and understanding: Cross-cultural communicationmay involve language barriers, misunderstandings, or different communication styles. Be patient and understanding, and provide necessary clarification or explanations if needed. Remember, effective cross-cultural communication requires empathy, flexibility, and a willingness to learn from others.。

大学英语跨文化交际unit3ReviewWhat is culture? What is communication? What is intercultural communication?Unit Three Cultural DiversityI. Warm UpPlease read the story on page 76, then answer the question:1. Why does Jackson say that Mr. Zhao has asked too much?2. What are the differences in the opinions of friendship betweenChinese and Americans?II. Reading1. Read the article of “Different Lands, Different Friendships”. Who is afriend? What are the similarities and differences between the Chineseconcept of friendship and the western ones? Compare the differentvalues of friendship in America, France, Germany, England andChina.Differences in Friendship(1) In France:(i) Friends generally are of the same sex, and friendship is seen asbasically a relationship between men.(ii) Friendship is a one-to-one relationship that demands a keen awareness of the other person’s intellect, temperament, andparticular interests.(iii) Friendships are compartmentalized. They are not made part of family life.(2) In Germany:(i) Friendship is much more articulately a matter of feeling.(ii) Friends usually are brought into the family.(3) In England:(i) The basis is shared activity.(ii) English friendships are formed outside the family circle, but they are not contrapuntal to the family nor are they separated from thefamily.(4) In ChinaThe typical Chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. In Chinese culture, friendshipmeans a willingness to be indebted and to repay the debt more than owed.(5) In America: (p81-82)“Friend” is often used in a much wider sense in the American culture than in the Chinese culture. The term may be used for both casual acquaintances and close companions. American friends may not share with one another as much as Chinese friends usually do. Americans would still prefer to consider themselves first as independent individuals. 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. Of course, Americans are willing to help their friends, but mostly on trivial things, such as driving a friend to an important event when his or her own arrangementsfor transportation fail.Supplement:Some American quotes about friendship will give additional insights into how friendships are valued.“A friend hears the song in my heart and sings it to me when my memory fails.”“A single rose can be my garden... a single friend, my world.”“A friend brings out the best in you.”“Grief can take care of itself, but to get the full value of joy you must have someone to divide it with.”—Mark Twain Common Elements about Friendship:There is the recognition that friendship, in contrast with kinship, is a matter of free 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 equality of give-and-take.2. Read the article of “Family Structure” (p83-84), then identify thedifferent roles of family in cultures.Many cultural differences exist in family structures and values.1) In some cultures, such as Filipinos, Vietnamese, Japanese, Latin Americans and Chinese, the family is the center of life and the main frame of reference for decisions; while in others, like Americans, the individual, not the family, is primary.2) In some cultures, the family’s reputation and honor depend on each person’s actions; in other cultures, individuals can act without permanently affecting the family life.3) Some cultures value old people, while other cultures look down on them.Traditional Chinese family structure3. Comparing and Contrasting CulturesQuestions for discussion:1) In what aspects do you think our culture is different from othercultures?2) Do you sometimes compare one culture with another? If you do, howdo you usually do that?Please read over the article on pages 85-89, answer the comprehension questions:i) What is Kluckhohn and Strodtbeck’s value orientation?The Kluckhohns and Strodtbeck, after examining hundreds of cultures, reached the conclusion that people turn to their culture for answers to thefollowing questions. (1) What is the character of human nature? (2) What is the relation of humankind to nature? (3) What is the orientation toward time?(4)What is the value placed on activity? And (5) What is the relationship ofpeople to each other? The answers to these crucial questions serve as the bases for the five value orientations that are at the heart of their approach.These five orientations might best be visualized as points on a continuum. Itis talking about meaningful values found in all cultures.Human Nature Orientation: 1) evil, 2) evil and good, 3) good. Basically Evil: find evil and fight against it; punish bad behavior; save people from their evil nature. Stress the ability of people to change for th e better. Basically Good: protect people’s virtue;reward good behavior; find the most virtuous people as models. The direction of moral change is more likely to befrom good to bad.Mixture: Separate good from evil; identify strengths and weaknesses; reward the good and punish the bad.Man-nature Orientation: 1) human beings are subject to nature,2) cooperation view, 3) conquer and direct the forces of nature.Nature Controls: Accept fate; life is outside one’s control be humble.Human Controls: Make life comfortable and convenient; problems can be solved; be objective.Harmony: Live according to the rhythms of nature; everything has its own character;be balanced.Time Orientation: 1) past-orientated, 2) present-orientated, 3) future-orientated.Past: Tradition ——best teacher; events in the past is important today; the old are wise; break with the past to change society.Present: Pay attention to what is going on here and now; everything will happen in its time; events occur in cycles; look for causes in the present situation. Future: Control the future by planning for it; what is past is past and not important;the young know what is happening; study history to shape the future.Activity Orientation: 1) being orientation, 2) Being-in-becomingorientation, 3) doing orientation.Being: Protect dignity of both yours and others; fulfill one’s role; show who you are.Actions should be suitable to status, social roles and character. Payattention to people. e.g. job titles and what do you actually do? Growing: Develop one’s potential as a whole person; follow values and lifestyles appropriate to one’s stage in life; people change; pay attention topossibilities. More tolerant of how things are than is true.Doing: Achieve specific goals; develop procedures and measure results; qualitative outcomes measured quantitatively show what you can do; attention toactions.Relational (social) Orientation: 1) authoritarian culture, 2) collectiveculture, 3) individual culture.Hierarchy: Obey authority; know one’s place; treat others; according to their position;look to leaders to; know what to think and do.Group: Respond to what others think and feel; interdependent ; be loyal; look to others in the group to know what to think and do.Individual: Express one’s own feel ings and ideas; Be as independent and self-reliant as possible; make one’s own decisions and choices. Personalinitiative/professionalism highly valued.ii) Try to describe the value system of average Americans from the five orientationsHuman Nature: basically good (changeable)Man-nature: Man the master of natureTime: future-orientedActivity: action-orientedSocial: individualisticiii) How is the mainstream American culture different from the oriental culture, like Japanese culture?Homework: Hofstede's Cultural Dimensions (p99-105)Homework: Hall’s High-context and Low-context Cultures (p110-114)III. Case Study: Students are required to read the cases given carefully and try to analyse them from the viewpoint of IC.。

第一单元现代社会依赖于技术创新，而技术创新须依靠知识产权来保障。

越来越多的国家遵守国际条约，实行知识产权保护。

但这方面做得还远远不够。

我们来回顾一下过去，看看缺乏知识产权保护会导致什么样的后果，从而吸取教训。

许多西方公司付出了惨痛的代价才发现，知识产权保障机制还未健全时，在东南亚投资无异于将钱付诸东流。

要进入这些市场，西方公司不仅必须向相关当局说明他们的产品，而且还要说明他们产品的制作过程。

而结果经常是本该受到知识产权保护的产品很快被无耻地抄袭。

盗用知识产权的例子不胜枚举。

例如，美国化学制品巨头杜邦向一亚洲国家引进了一种名叫Londax的著名除草剂，用来除掉稻田里的杂草。

该公司在该产品的研发上投资了数百万美元，而且又投入了2500万美元在当地开设了一家生产厂家。

然而，不到一年以后，一瓶瓶非常廉价的冒牌Londax公然上市了。

冒牌产品和正宗产品除了价格外的唯一区别是冒牌产品的名称是Rondex，用的是蓝色瓶而不是正宗产品用的绿色瓶。

但是，由于冒牌产品的价格比正宗产品的价格低廉许多，它成功毁掉了杜邦公司的投资。

同时它也使得该公司不再愿意投资于新化学制品的研发。

生产Londax的配方本应该被当作是杜邦公司的知识产权。

其他非法使用该配方的公司是犯了偷盗行为，就像盗取了杜邦公司的机器或者该公司的其他财产一样。

不光是产品，在亚洲市场上保护一个品牌也曾经是几乎不可能的事。

就连Kellogg’s玉米片的生产商Kel logg’s公司也发现自己的产品被山寨：Kongal 牌玉米条，连包装也几乎一模一样。

不幸的是，和杜邦公司的事件一样，Kellogg’s 公司成功惩罚侵权者的几率几乎为零，因为当地的法律不承认知识产权保护的概念。

幸好，在经过许多轮世贸组织的谈判后，情况大为改观。

然而，跨国公司必须保持警惕，以防被侵权。

总有人试图从别人的研发、投资、商誉中牟利。

如果成果得不到法律保护，创新就是空话。

如今你经常会听到“知识产权”这个词——通常是从产权者嘴里。

Unit1 Sportsmanship:It is the ability to practise a sport according to its rules, while also showing generosity to one’s opponent and good temper in defeat.2. Traditionally, an Englishman is thought to be reserved, unemotional, courteous, shy of strangers, suspicious of change, and slow to accept new ideas.3.It is the ability to practise a sport according to its rules, while also showing generosity to one’s oppo nent and good temper in defeat. Moreover, sportsmanship as an idea is applied to life in general.The pioneering spirit:Except for the brought from Africa, immigrants came to America voluntarily, early in search of greater prosperity and freedom.Rags-to-riches:It is story about a poor boy who, because he was hardworking, honest, and lucky, grew up to become rich and respected.American dream: The belief that any individual, no matter how poor, can achieve weather and fame through diligence and virtue.1.Traditionally, individualism, independence and collaboration, practice, tolerance, melting pot and racial discrimination are the character of Americans.3.The American Dream is the belief that any individual, no matter how poor, can achieve wealth and fame through diligence and virtue.Unit 2 Key concepts Five relationships Five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend.Humanism Humanism means that man not only had the right to enjoy the beauty of their life, but also had the ability to perfect themselves and perform wonders. Individualism An individualism culture is one in which people tend to view themselves ad individuals and to emphasize the needs of individuals.Collectivism A collectivism culture is one in which people tend to view themselves as members of groups (families, work units, tribes, nations), and usually consider the needs of the group to be more important than the needs of individuals. Comprehension questions1.According to Confucianism, what are the five cardinal relationships in Chinese society and what should these relationships be?That is the well-known five relationships: ruler-minister, father-son, husband-wife, elder-younger brother and friend-friend. This was explained as" There should be affection between man and wife, stratification between old and young, and good faith between friends."2.What is the difference between collectivism and individualism?Firstly, westerns tend to believe that people should rely on themselves as much as possible- and they usually expect other people to do the same. So they don't think they have the obligation to help family members and friends during emergency situations. In contrast, people in collectivist cultures generally feel that they have a right to help other members of their groups.Secondly, westerns generally feel that the rights of individuals should not be subordinated to the needs of a larger group, or at least that individuals should have the right to decide for themselves whether to sacrifice their personal benefit for the sake of the group. In contrast, people in collectivist cultures are generally more willing to accept the idea that individuals should sacrifice for the benefit of the group.Thirdly, westerners tend to believe that individuals should make decisions for themselves, and that individuals should take credit and responsibility for what they have personally done. In contrast, people in collectivist cultures tend to feel more that they are representatives of their group, and to accept more responsibility for the other members of their groups too.A final difference lies in the way people in different cultures view the idea of "individualism". Westerners tend to view individualism as a good thing. In contrast, the Chinese term for "individualism", often has a somewhat negative connotation, and is sometimes used as a synonym for "selfishness."Unit3 Nuclear family: include a husband, a wife and their childrenExtended family: adult couples are expected to form their own household with either of their biological families.2. Because they desire a close and intense bond with their partners，they expect so much from marriage that so many get divorcedImpermanence: the property of not existing for indefinitely long durations. Stable: resistant to change of position or conditionConnection vs. contract: relationship4. ①Chinese are likely to react more to the other person as a whole and will avoid forming friendships with those values and behaviors are in some way deemed undesirable. ②In China a friend is accepted completely or not at all ③Chinese friends give each other much more concrete help and assistance than Western friends do.①American have casual, friendly relationships with many people, but deeper, closer friendships with only a few. ②American friendships tend to be very compartmentalized. ③American friendships is mostly a matter of providing emotional support and spending time together.Unit5 Nutrition and balance: a look at the nutritional information, like the number of calories preserving, grams of fat, sodium, cholesterol, fiber and sugar content will make you more knowledgeable in selecting foods to reduce your nutritional health risk.Pragmatism:in the westerns’ eyes, food or eating is just a way to keep healthy, having little to do with artistry. Nor will they be particular about the taste of food too much.Unit6 Creativity: the ability to createSelf-reliance: is a principal value of child rearing in middle-class American. Originality：1.How do the Chinese teach their children？A: Chinese teach their children by holding their handsHow do Americans do？A: On their own and even to discover new problem for which creative solutions are wanted.Can you find the theories supporting the two different teaching method？A: Evolutionary and revolutionary2. Can you tell any other differences between the two educational systems?A: The contrast between the two cultures can also be seen in the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity.American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.Unit7 Key concepts Monochronic time Monochronic time is an approach that favors linear structure and focus on one event or interaction at a time.Polychronic time A polychronic time system is a system where several things can be done at once, and a more fluid approach is taken to scheduling time. Unlike Americans and most northern and western European cultures, Latin American and Arabic cultures use the polychromic of time.Linear structure In monochromic time, linear structure means people focus on one event or interaction at a time.Schedule oriented People in polychronic time cultures treat time as a less tangible medium so that they can interact with more than one person or do more than one thing at a time.People oriented Polychronic individuals are oriented toward people, human relationships, and the family, which is the core of their existence. Family takes precedence over everything else, close friends come next..Comprehension questionsWhat is monochronic culture? What is polychronic culture?Monochronic cultures typically emphasize doing one thing at a time during a specified time-period, working on a single task until it is finished.Polychronic cultures are involved with many things at once, usually with varying levels of attention paid to each.What are the different attitudes monchronic people and polychronic people hold toward time?Monochronic people see time as being divided into fixed elements (seconds, minutes, hours, etc.)Sequential blocks that can be organized, quantified, and scheduled.What are the strengths and weaknesses of M-time system and P-time system?Once the time is set, it is rarely changed, and people take it seriously. M-time cultures is one who violates the rule of punctuality shall be punished seriously. Matters in a polychronic plans for the future: even important plans maybe changed right up the minute of execution.Unit 9Key concepts High-context culture High context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low-context culture Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessThe message which someone expressed is elliptical, indirect, and allusive. Explicitness The message which someone expressed is direct, and completely encoded in words, and meaning is entrusted almost entirely to words..Verbalizing Verbalizing- that is, to put things in words, whether written or oral. Comprehensive questionsWhat is High-context culture? What is Low-context culture?High context cultures rely on the context, either the actual physical environment of communication or an internalized social context or both, or convey a large part or even all of a message’s meaning.Low context culture, in which context is not assumed to be understood, messages are explicit, direct, and completely encoded in words, and meaning is entrusted almost entirely to words.ImplicitnessWhat does silence mean in high-context cultures? What is the function of silence in high-context cultures?It means entirely accepted.In the individual level, silence can be viewed as a state of being allowing you to experience the highest truth and bliss; on the interpersonal level, silence can be used to promote harmony, cooperation, and other collectivistic values; on the level of social movements, silence can be protest.Why does silence mean differently in different cultures?Different in the uses of silence can be best examined in high-context and low-context cultures. High-context cultures are relational, collectivist, intuitive, and contemplative. Low-context cultures are logical, linear, individualistic, and action-oriented.Key conceptsCulture shock Culture shock happens to people who have been suddenly transplanted abroad. It is, first and foremost an emotional phenomenon; then comes cognitive disorientation and identity dissonance.Comprehension questionsWhat are the five stages of the cultural adjustment process? Does everyone have the same experience?The five stages of the cultural adjustment process:Honeymoon period: Initially many people are fascinated and excited by everything of the new culture.Culture shock: The individuals are immersed in news problems: housing, transportation, employment, shopping, and language.Initial adjustment: Everyone activities such as housing and shopping are no longer major problems. The visitors may not yet be fluent in the spoken language, but they can express their basic ideas and feelings.Mental isolations: Individuals away from their family and good friends for a long time may feel lonely.Acceptance and integration: A routine ( eg; work, business, or school) has been established. The newcomer has become accustomed to the habits, customs, foods, and characteristics of the people in the new culture.Individuals experience the stages of adjustment in different ways. Some people never experience a “honeymoon” period because the circumstances of their coming to a new country may have been too painful. In addition, certain stages last longer for some than for others, dep ending on such factors as the newcomer’s personality, age, language and cultural competence, support from family and friends, financial situation, job status, and motivations for being in the new country.。

导言“新编跨文化‎交际英语教‎程·教师用书”主要是为使‎用“新编跨文化‎交际英语教‎程”教师配套的教‎学指南。

“新编跨文化‎交际英语教‎程”是在原有“跨文化交际‎英语教程”的基础上经过全面、系统修订而‎成，我们对全书‎做了较大的‎更新和完善‎，调整和增补‎了许多材料‎，力求使其更具‎时代性，更适合教学‎实际和学生‎需求。

为了进一步‎推进跨文化‎交际教学，在多年从事‎跨文化交际‎教学和研究‎的基础上，我们又特地编写了‎这本“新编跨文化‎交际英语教‎程·教师用书”，希望能对使‎用本教材进‎行教学的广‎大教师们，尤其是初次‎使用这本教‎材的教师们‎提供一些必‎要的引导和‎实质性的帮‎助。

为此，我们尽可能‎地为各单元‎中几乎所有‎的部分和项‎目都提供了‎参考提示。

除此之外，还补充了一‎些取自跨文‎化交际学重‎要著作的选‎段，供教师进一‎步了解相关‎背景知识和‎理论基础，以拓宽视野，有利于更好‎地进行教学‎。

同时我们还‎在书后附上‎了推荐的中‎文阅读书目‎（英文阅读书‎目可参看上‎海外语教育‎出版社的“跨文化交际‎丛书”系列）和有关跨文‎化交际的部‎分电影资料简介。

“新编跨文化‎交际英语教‎程”主要适用于‎高等学校英‎语专业教学‎中的跨文化‎交际课程，旨在通过课‎堂教学及相‎关活动使学‎生认识跨文‎化交际对当‎代世界所具‎有的重要意‎义和作用，了解文化对‎人类生活各‎个方面、尤其是交际‎活动的制约‎和影响，理解并把握‎交际活动的‎重要性、丰富性、复杂性，熟悉跨文化‎交际的基本‎构成以及所‎涉及的各种‎因素，培养跨文化‎意识，形成和发展‎对文化差异‎的敏感和宽‎容、以及处理文‎化差异问题‎的灵活性，提高使用英‎语进行跨文化交际‎的技能，为最终获得‎与不同文化‎背景人们进‎行深入交流‎的能力奠定‎基础。

通过使用本教材，教师也可从‎中获得更多‎有关文化（包括我们自‎己文化和外‎族文化）和跨文化交‎际的知识。

新标准大学英语3课文翻译Unit 1 Friendship。

Part I Pre-reading Task。

1. The text is about friendship and the importance of friendship in our lives.2. The text is likely to discuss the qualities of a good friend and the benefits of having good friends.3. I think the text will be interesting and informative, and it will provide insights into the value of friendship.Part II Text A。

Friendship。

Friendship is one of the most precious things in our lives. It is a relationship that brings joy and support, and it is something that many people cherish deeply. Friends are the people we can rely on, share our thoughts and feelings with, and have fun with. A good friend is someone who is there for you in times of need, who listens to you without judgment, and who understands you even when you don't say a word.Part III Text B。

Unit 3Cultural DiversityReading IDifferent Lands, Different Friendships Comprehension questions1. 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 whatconstitutes 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 whatcountry 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 youdo, 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 ordifferent from any of the Western friendships?It seems that the typical Chinese concept of friendship lays great emphasis on personal loyalty and also has much to do with family. It may be similar to Germany friendship to some extent and quite different from other Western friendships. Reading IIComparing and Contrasting CulturesComprehension questions1. How is the mainstream American culture different from the Japanese culture?Americans believe that human nature is basically good and man is the master of nature. They are future-oriented and “being”-oriented. Their social orientation is toward the importance of the individual and the equality of all people. However, the Japanese believe that human nature is a mixture of good and evil. Man is in harmony with nature. They are both past-oriented and future-oriented. And they are both “growing-”and “doing-”oriented. They give emphasis to authorities and the group.2. Can you find examples to support the author's view of traditional cultures indifferent value orientations?For example, the traditional Indian culture believes that man is subjugated by nature and it is being-oriented (which can be exemplified by its caste system). Also, traditional Chinese culture is past-oriented, for emphasis has long been given to learning from the old and past.3. Why do Americans tend to equate “change” with “improvement”and regard rapidchange as normal?Concerning orientation toward time, Americans are dominated by a belief in progress. They are future-oriented. They believe that “time is money”and have an optimistic faith in the future and what the future will bring. So they tend to equate “change”with “improvement”and consider a rapid rate of change as normal. 4. What does “Electric Englishman” mean when it is used todescribe the American?As for activity, Americans are so action-oriented that they tend to be hyperactive. That's why that they have been described as “Electric Englishmen”, who always keep themselves busy.5. How would you explain the fact that contradictory values may exist in the sameculture?As time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. This is especially the case in a society that is being transformed from a traditional one into a modern one. For example, in the Japanese culture, some people may still be very past-oriented and some are rather future-oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations.6. What can we get from models of this kind about cultural differences?Models of this kind are quite useful in giving rough pictures of striking contrasts and differences of different cultures. However, such a model only compares cultures on some basic orientations. It does not tell us everything about every conceivable culture. We have to recognize that models of this kind are over-simplifications and can only give approximations of reality.7. Do cultural values change as time changes?Yes, the values may be in the process of marked change due to rapid modernization and globalization. However, they have a way of persisting in spite of change. The evolution of values is a slow process, since they are rooted in survival needs and passed on from generation to generation.8. How is communication influenced by differing cultural values?Putting people from one culture into another culture with radically different value orientations could cause stress, disorientation, and breakdowns in communication.Case Study Case 9Hierarchy is significant in the Japanese culture. This structure is reflected everywhere in Japanese life, at home, school, community, organizations, and traditional institutions such as martial arts or flower arrangements.In this case, the young chairman must have had his own ideas about how to manage the company; however, when encountered with his grandfather's dissenting opinions, he dared not to take a stand against him. This may manifest the rigid hierarchical structure in the Japanese society. In the Japanese society, how hierarchy is formed depends mainly on seniority, social roles, and gender. As a respectable senior member of the family and the former leader of the company, the grandfather obviously overpowered the inexperienced young chairman. In other words, the grandfather seemed to be an absolute authority for the young chairman. In Japanese culture, challenging or disagreeing with elders' opinions would be deemed as being disrespectful and is often condemned. People in lower positions are expected to be loyal and obedient to authority. That‘s why the young chairman didn't say anything but just nodded and agreed with his grandfather.But Phil seemed to know little about the Japanese culture inthis aspect. In many Western cultures, particularly American culture, seniority seldom matters very much in such situations, and young people are usually encouraged to challenge authority and voice their own opinions. Unfortunately, his outspoken protest could easily offend the grandfather and he might be regarded as a rudeand ill-bred person by other Japanese.Case 10In Japan, a company is often very much like a big family, inwhich the manger(s) will take good care of the employees and the employees are expected to devote themselves to the development of the company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences between the Japanese and the French, Mr. Legrand's decision made Mr. Tanaka feel dumbfounded.Case 11Incidents such as these can point to possible cultural differences in so-called “polite”behavior, and at the same time highlight the tendency for people to react emotionally to unexpected behavior.People in most cultures would probably agree that an apology is needed when an offence or violation of social norms has taken place. However, there may be differing opinions as to when we should apologize (what situations call for an apology) and how we should apologize. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westerners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, forinstance, the attitude of the Australian student's parents is shocking to the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.Case 12In this case, it seems that the Chinese expectations were notfulfilled. First, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, Canadiantheir of youth the considered have might Chinese thehosts as slight to their own status. Third, in China, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests; by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians' lack of understanding of the Chinese culture and the Chinese ways of communication clearly cost them in their business dealings with the visiting delegation.。

跨文化交际英语－阅读教程课文翻译————————————————————————————————作者: ————————————————————————————————日期:第一单元现代社会依赖于技术创新,而技术创新须依靠知识产权来保障。

越来越多的国家遵守国际条约，实行知识产权保护。

但这方面做得还远远不够。

我们来回顾一下过去，看看缺乏知识产权保护会导致什么样的后果,从而吸取教训。

许多西方公司付出了惨痛的代价才发现，知识产权保障机制还未健全时,在东南亚投资无异于将钱付诸东流。

要进入这些市场，西方公司不仅必须向相关当局说明他们的产品,而且还要说明他们产品的制作过程。

而结果经常是本该受到知识产权保护的产品很快被无耻地抄袭。

盗用知识产权的例子不胜枚举。

例如，美国化学制品巨头杜邦向一亚洲国家引进了一种名叫Londax的著名除草剂,用来除掉稻田里的杂草。

该公司在该产品的研发上投资了数百万美元，而且又投入了２５００万美元在当地开设了一家生产厂家。

然而，不到一年以后，一瓶瓶非常廉价的冒牌Ｌｏndａｘ公然上市了。

冒牌产品和正宗产品除了价格外的唯一区别是冒牌产品的名称是Ronｄex,用的是蓝色瓶而不是正宗产品用的绿色瓶。

但是，由于冒牌产品的价格比正宗产品的价格低廉许多，它成功毁掉了杜邦公司的投资。

同时它也使得该公司不再愿意投资于新化学制品的研发。

生产Lonｄax的配方本应该被当作是杜邦公司的知识产权。

其他非法使用该配方的公司是犯了偷盗行为，就像盗取了杜邦公司的机器或者该公司的其他财产一样。

不光是产品，在亚洲市场上保护一个品牌也曾经是几乎不可能的事。

就连Kｅllogg’s玉米片的生产商Ｋeｌlｏgg’s公司也发现自己的产品被山寨:Ｋongａl 牌玉米条，连包装也几乎一模一样。

不幸的是,和杜邦公司的事件一样，Kelｌｏｇg’ｓ公司成功惩罚侵权者的几率几乎为零,因为当地的法律不承认知识产权保护的概念。

幸好,在经过许多轮世贸组织的谈判后,情况大为改观。

新编跨文化交际英语教程知识点梳理（实用版）目录1.新编跨文化交际英语教程的概念与目的2.跨文化交际的重要性3.新编跨文化交际英语教程的主要内容4.新编跨文化交际英语教程的特点与亮点5.新编跨文化交际英语教程的应用与实践正文一、新编跨文化交际英语教程的概念与目的新编跨文化交际英语教程是一本针对英语学习者的教材，旨在帮助学生更好地理解和应对跨文化交际中的各种问题。

该教程通过讲解文化、交际、语言以及跨文化交际等相关概念，使学生能够较为客观、系统、全面地认识英语国家的文化，从而提高跨文化交际能力。

二、跨文化交际的重要性随着全球化的不断深入，跨文化交际在我们的生活中扮演着越来越重要的角色。

对于英语学习者来说，掌握跨文化交际的能力不仅能够帮助他们更自信地与来自不同文化背景的人进行交流，还能够拓宽他们的国际视野，提高他们的综合素质。

三、新编跨文化交际英语教程的主要内容新编跨文化交际英语教程共分为 10 个单元，涵盖了全球化时代的交际问题、文化与交际、各类文化差异、语言与文化、跨文化言语交际、跨文化非言语交际、时间与空间使用上的文化、跨文化感知、跨文化适应、跨文化能力等各个方面。

每个单元都以阅读文章为主线，配有形式多样的练习和数量较多的案例分析，同时还提供丰富的相关文化背景知识材料，供选择使用，以满足不同的教学情境和需求。

四、新编跨文化交际英语教程的特点与亮点新编跨文化交际英语教程具有以下特点和亮点：1.实用性：教材选材广泛，包括了几十个实例，既有趣味性，又有实用性，能够帮助学生在实际交际中更好地运用所学知识。

2.系统性：教程对跨文化交际的各个方面进行了全面、深入的讲解，使学生能够系统地掌握跨文化交际的知识和技能。

3.灵活性：教材形式多样，既有阅读文章，又有练习和案例分析，能够满足不同学生的学习需求和教学情境。

4.丰富性：教材提供了丰富的相关文化背景知识材料，帮助学生更好地理解和感知英语国家的文化。

五、新编跨文化交际英语教程的应用与实践新编跨文化交际英语教程在实际应用中，可以通过以下方式进行实践：1.在课堂教学中，教师可以结合教材的内容，进行跨文化交际的讲解和训练，帮助学生提高跨文化交际能力。

第三册第1单元种族界限标识1 每个种族都有确定或表达其成员身份的方法。

所谓的种族界限标识就是用来展示或表明某一特定种族的外在因素。

种族界限标识不但对确认种族内部的成员身份很重要，而且对于向非本族成员表明身份和区分非本族成员来说都是很重要的。

由于这些标识是用来区分本族成员与所有其他种族的，所以仅仅靠一种标识往往是不够的。

某一种标识或许可以将某个种族与另一个种族区分开，但它不一定能将前者与其他种族区分开。

因此，通常需要将各种标识综合运用。

各种不同的语言、宗教、体貌以及文化特征都可作为种族区分标识。

2 语言经常充当种族区分标识。

在世界许多地区，一个人的母语是其种族身份的主要标识。

在美国西南部，霍皮族和纳瓦霍族的成员仅仅通过语言就很容易区别开来。

然而，这并不意味着语言相同那么种族身份就是相同的，同时也不意味着语言不同的人种族身份就不同。

例如，南斯拉夫塞族人和克族人都说塞尔维亚—克罗地亚语，然而他们却是两个不同的种族，而且自古以来两个种族就相互敌对。

相反，爱尔兰人的母语既可能是盖尔语也可能是英语。

德国政府许可来自东欧所有种族的德国难民随时申请德国国籍。

而同化这些难民的一个难处就在于，很多难民只讲波兰语或俄语。

因此，德国人并不是必须讲德语。

3 跟语言一样，宗教信仰也可以充当种族区分标识。

基督教、伊斯兰教和佛教等世界几大主要宗教的信徒就包含了许多不同的种族，因此，宗教从属关系并不总代表种族从属关系。

但在很多情况下，宗教信仰与种族或多或少有一些关联。

既有犹太教，同时也有犹太族。

同样，在印度既有锡克教，也有锡克族。

除了上述情况之外的其他情况下，不同的宗教信仰或许是最重要的种族身份标识。

像前面所提到的，塞族和克族讲同样的语言，而两个种族之间最重要的区分标识就是：塞族人信仰东正教，而克族人则信仰天主教。

与此相反的是，中国人的种族标识超越了宗教信仰的界线，不论是伊斯兰教徒、基督教教徒、道教教徒、佛教教徒还是马克思无神论者，都可以是中国人。

Reading & DigestingAre They Typical?Cathy N. Davidson1 Unlike my American students, students at Kansai Women’s University rarelyattended my office hours. Ten one day a local newspaper reporter interviewed me for a column about gaijins’ impression of the typical Japanese woman.2 Before moving to Japan, I could answer without hesitation. I had the samepreconceptions that most Westerners have about Japanese women— submissive, flirtatious and accommodating. After teaching in Japan for several months, I was unable to characterize the Japanese women I’d met. I was impressed, in general, by their strength and independence, but I didn’t know how to describe “the typical Japanese woman.”3 “Is there one?” I finally asked helplessly.4 I told the reporter that I now knew what was not typical (I’d seen only twogeisha), but I had no clue what a typical Japanese woman was.5 “I guess I’ll have to spend the rest of my year trying to find her!” I joked.6 I don’t know how this joke translated but according to the article, I wasdescribed as a “feminist”who had come to Japan partly to learn more about Japanese women. Suddenly students began showing up during my office hours, as if my words in the newspaper were an invitation for them to come to discuss personal matters with me or ask my advice without compromising their own lives.Apparently, I had said publicly that I was interested in learning more about Japanese women so students came to share their opinions.7 “I am the typical Japanese woman,” my neighbor, Mrs. Okano, insists a fewmornings after reading the newspaper.8 “I’m serious,”my neighbor says, “if you want to know anything abouttypical Japanese women, you can ask me.”9 “Why do you consider yourself ‘typical’?” I ask her.10 “Because I am,” she laughs. “There’s nothing unusual about me at all!”11 “I think it’s unusual,” I say admiringly, “for somebody to admit they’retypical. Most people think they are pretty special.”12 “Oh, maybe in America,” she laughs. “But in Japan, every womanthinks they’re typical.”13 As we laugh, the mailwoman approaches and Mrs. Okano excusesherself to meet her.14 She reminds the mailwoman that from now on her mail should bedelivered to her new address.15 “You’re moving today?” I ask, surprised at how disappointed I feel.16 “Gomennasai, gomennasai,” she apologizes, realizing that I wasunaware. Probably everyone else at Maison Showa has known for weeks.17 I tell her I’m sorry to hear that she is moving, but that I hope she willenjoy her new apartment.18 “It’s a house,” she says, unable to conceal her pride.19 She is expecting the movers soon but insists on inviting me to giveme a copy of a map she has neatly drawn, marking the way to her new house.20 “Now you can come and visit me,” she beams, handing it to me. “I also gavemy husband a map this morning so he can find it tonight after work.” She says this casually.21 “I don’t understand. You mean, he doesn’t remember the way?”22 “He’s never been there.”23 “I don’t understand,” I repeat, this time in Japanese. “He’s never beenthere?”24 Now she’s confused, and repeats again, in her best English.25 “Excuse me, please,” I say, upping my politeness level in Japanese. “I don’tunderstand, how he could have bought a house without seeing it?”26 “He didn’t buy the house, I did.”27 “And he never saw it before you bought it?”28 “Of course not. That’s woman’s work. I told you I’m a typical Japanesewoman. Isn’t this how women do it in America?”29 Mrs. Okano is shocked when I tell her that few American married womenmake major financial decisions without consulting their husbands.There might be some, but I don’t know any30 “Really?” She shockingly responds.31 “Never.”32 “What about a car?” she asks me.33 I shake my head no.34 “Appliances — refrigerator, television?”35 “Not usually.”36 “Furniture?”37 “Probably not. Most American husbands would be mad to comehome and discover their wife had just bought a new couch or dining roomset without consulting them.”38 “I thought all American women work, earn their own money?” Shestrangely replies.39 “It’s true that many American women work outside the home,” I reply,slowly. “But even the ones who earn their own money often consult theirhusbands about big purchases.”40 “This is what Americans call ‘women’s lib3’?” Mrs. Okano laughs butquickly apologizes for her rudeness.41 By noon, everyone in our apartment complex will have heard abouthow the poor gaijin woman is a full-time college teacher, but can’t buy asofa without asking her husband’s permission.42 “Kawaiso!” she says finally, exchanging her laughter for an expressionof sympathy (How ridiculous!). She reaches out and pats my back, as if I’ma small child badly in need of comforting.43 “No wonder you like Japan so much!” she says.参考译文她们够典型吗？凯西·N·戴维森关西女子大学的学生与我在美国的学生不同，她们很少在答疑时间露面。

2.The American Man我们不厌其烦地谈论“美国男人”，似乎他们身上存在着某种几十年或者十年恒常不变的品质。

当今的美国男人不再是1630 年来到新英格兰的快乐的农民了。

他们不再是老脑筋，他们不再以内向的性格为荣，他们不会坐在没有取暖设备的教堂里连做三遍祷告。

在南方，富裕的受母亲制约的种植园主也发展壮大了，但这两种“美国男人”都不像之后东北部发达起来的贪婪的铁路承包商。

而不计后果、为所欲为的西部文明移民也不像他们。

即使在我们自己的年代，公认的模范也发生了戏剧性的变化。

举个例子说，在20 世纪50 年代，这样一种美国人越来越凸显出来，成为大多数人认可的模范。

这就是50 年代的男人。

上班起早贪黑，干活尽职尽责，养家糊口，遵规守纪。

里根就是这类人的典型——固执而坚忍不拔。

这类人弄不懂女人的心，却颇为赏识女人的身体；他们的文化观和文化观的美国部分幼稚而乐观。

他们大都有坚忍不拔、信心十足的品质，但在他们魅力十足、虚张声势的外表下，还有另外的三个特征：孤立、清贫、被动。

他们需要通过自己的敌人来证明自己还活着。

50 年代的男人喜欢橄榄球，好斗，他们维护美国，从不流泪，只是默默奉献。

但在这些男人的身上，善于接纳和对人友善的品质消失了。

他们的个性缺乏洋溢感。

他们还缺乏同情心，正是这点怂恿了他们对越战的狂热；就像后来的里根，他的头脑中缺乏那种我们称之为“和平之心”的东西，这使得他对萨尔瓦多那些手无寸铁的人，对这里的老人、失业者、上学的孩子，乃至对穷人都铁石心肠、残暴野蛮。

50 年代的男人清楚地知道男人该是什么样，男人的职责是什么，但他们自身孤立和片面的观念弄得他们危机四伏。

到了60 年代，又出现了另外一类男人。

越战的荒废和暴虐让他们质疑，自已是否真的知道一个成年男人是什么样子?如果成年等于越战，他们对成年还有一丝一毫的向往吗?同时，女权运动激励男人们开始真切地审视女人，迫使他们开始理解50 年代男人苦苦逃避的担忧和苦楚。

Reading & ReflectionIt’s Only Skin DeepJulia Wood1 Communication professor Robert Entman studied national nightly news programming. He reports that in stories about black issues, 33 black experts and 27 white experts appeared. In news stories about issues not specifically relevant to African Americans, 94 white experts and only 15black experts appeared. This pattern encourages viewers to assume that African Americans can speak knowledgeably only about African American issues, whereas whites can speak with authority about African American and other issues alike.2 When we think stereotypically, we expect people to conform to our perceptions of the group to which we assign them. Sometimes, however, we meet somebody who doesn’t ft our stereotypes of the group to which we think he or she belongs. Have you ever said or heard the phrases “woman doctor,”“male nurse,” or “woman lawyer”? Notice how they call attention to the sex of the doctor, nurse, or lawyer. Have you ever heard or used the phrases “man doctor,”“women nurse,” or “man lawyer”? Probably not —because it is considered normal for men to be doctors and lawyers and women to be nurses. “Woman doctor,”“male nurse,” and “woman lawyer”spotlight the sex of individuals as the element worthy of notice. The phrases also reflect stereotyped views of the professional groups.3 When we mark an individual as an exception to his or her groups, we unknowingly reveal our own stereotypes. In fact, we may reinforce them because marking an individual who doesn’t conform to the stereotypes as unusual leaves our perceptions of the group unchanged. All we do is to remove the “exceptional individual” from the group. Consider these statements:White manager to “You really are exceptional at your job.”black manager:Male professional to “You don’t think like a woman.”female professional:Able-bodied individual “I’m amazed at how well you get around.”to person in wheelchair:Upper-class person to “It’s remarkable that you take college classes.”working-class person:White person to “I can’t believe you don’t like to dance.”African American:Heterosexual to “I think it’s great that you have some male friends.”lesbian:Homeowner to “You speak so articulately.”maid:White man to “I never think of you as black.”black man:African American to “You’re not as stunny as most of your people.”white person:Christian to “I’m surprised at how generous you are.”Jew:4Would any of the above statements be made to a member of the speaker’s group? Would a heterosexual say to a heterosexual woman, “It’s great that you have some male friends”? Would a white man say to another white man, “I never think of you as white”? Would a maid say to his or her employer, “You speak so articulately”? Would a white person say to another white person, “I can’t believe you don’t like to dance”? In each case, it’s unlikely. By changing the speakers in the statements, we see how clearly the statements reflect stereotypes of groups.5Communicating that you perceive an individual as an exception to his or her group invites two results. First, it expresses your perception that the person belongs to a group about which you have preconceptions. Understandably, this may alienate the other person or make her or him defensive. The person may feel compelled to defend or redefine the group from which you have removed that individual. An African American might, for instance, say “lots of blacks don’t enjoy dancing.” A working class person might inform an upper-class person that “education has always been a priority in my family.”6 A second possible response to communication that marks an individual as an exception to her or his group is the effort to deny identification with the group. A professional woman may strive not to appear feminine to avoid being judged by the colleagues’ negative perceptions of women. A white person may try to “talk black” or play music by black artists to prove he or she isn’t like most whites. Te group stereotypes — no matter how inaccurate — are left unchallenged.7Whether individuals defend or redefine their groups or separate themselves from the groups, there is one result: Te possibilities for open communication and honest relationships are compromised. So the single most important conclusion is that we need to be aware that seeing an individual as an exception to his or her group might also communicate our stereotypes.参考译文不可以貌取人朱莉亚·伍德传播学教授罗伯特·安特曼曾对国内晚间新闻节目做过一项调查。

大学英语阅读教程(高级本)第三册答案UNIT ONE1. Be Kind to Commuters IV. Key to Multiple-Choice Questions 1.D2.A3.C4. B V. Suggested Versions of Translation Exercise 1. 但是，这不是问题的关键。

毕竟, 谁都可以随时在朋友的宿舍里借宿。

2. 的确，我们走读生时不时地能参与这些活动，可是我们感受不到大学学术生活的日夜节奏。

3. 当一个口臭无比的邋遢鬼慢慢地趴向课本时, 除了走读生还有谁能把黑暗隧道里飞驰的火车离散分布图画得尽善尽美呢? 4. 首先我们乘车回家要走很长的路, 公交车上的暖气和空调似乎总是该冷的时候不冷，该热的时候不热。

5. 对我们的长辈来说，这样的生活安排也很难: 他们感到烦恼，不知是撒手给我们自主权好还是像以前那样继续干预我们的生活。

2. “The American Man ”IV. Key to Multiple-Choice Questions 1. B 2. A3. C.4. C V. Suggested Versions of Translation Exercise 1. 比如说，50年代出现了一种具有一贯性的美国式性格：50年代男人。

这种性格成为许美国男人所信奉的男子气的典范。

2．这种缺乏同情心的心理，在一定程度上导致了对越南战争的一味盲从。

这就像后来，由于里根头脑里缺乏我们所谓的“花园”空间，导致了他对萨尔瓦多弱势群体以及国内老人、失业者、在校学生和穷人的无情和残忍。

3．现在，我们精心调教出这样一个年轻人：比起父辈来他更知道生态平衡的重要，关心天地万物整体的和谐，然而，他自己却缺少阳刚之气。

4．夫妻间阴盛阳衰的现象并非出于偶然。

3. The Broken chain IV. Key to Multiple-Choice Questions 1. D 2. B 3. A4. A V. Suggested Versions of Translation Exercise 1. 我从小没挨过打，所以我只能以设身处地的方法反对我间接了解到的这些丑恶现象. 2．这样我总有一段时间冷静下来思考一下自己的过错，为此后悔不已并产生条件性的恐惧。

全新版大学进阶英语综合教程第三册翻译介绍全新版大学进阶英语综合教程第三册是一本旨在提高学生英语综合能力的教材。

本教程包含了多种题型，涵盖了词汇、语法、阅读、听力、口语和写作等方面的内容。

通过学习本教程，学生可以进一步提高他们的英语水平，准备好应对更高级的英语交流。

课程结构全新版大学进阶英语综合教程第三册共分为十个单元，每个单元都涵盖了一个主题。

下面是每个单元的主题概述：Unit 1: 环境保护•词汇：环境保护与污染控制词汇，包括自然资源、环境问题和可持续发展等。

•语法：高级短语和从句的使用，例如条件句和让步状语从句。

•阅读：关于环境保护的文章，包括对环境问题的分析和解决方案的讨论等。

•听力：关于环保主题的对话和演讲，训练学生的听力理解能力。

•口语：讨论环境保护问题，提高学生的口语表达能力。

•写作：写一篇关于环境问题和解决方案的文章。

Unit 2: 跨文化交流•词汇：与跨文化交流有关的词汇，包括文化差异和文化冲突等。

•语法：虚拟语气和间接引语的使用。

•阅读：关于跨文化交流的文章，包括文化差异带来的挑战和解决方法等。

•听力：听取不同文化间对话和讲座，提高学生的跨文化交际能力。

•口语：讨论跨文化交流的挑战和解决方法，提高学生的口语表达能力。

•写作：描述一个文化冲突的场景，并提出解决方案。

…（依次介绍剩下的八个单元）学习目标通过学习全新版大学进阶英语综合教程第三册，学生将达到以下学习目标：1.能够理解并应用课程中涉及的词汇和语法知识。

2.能够阅读和理解与各个主题相关的文章和材料。

3.能够听懂并获取通过听力练习中提供的信息。

4.能够用口语表达自己的观点和意见，并参与跨文化交流。

5.能够写出符合语法规范和语意清楚的文章并提出自己的论点。

总结全新版大学进阶英语综合教程第三册是一本帮助学生提高英语综合能力的教材。

通过词汇、语法、阅读、听力、口语和写作等多种方式的训练，学生将在不同主题的单元中提高他们的英语水平。

外研社教学课件跨文化国际传播英语教程 U4-1本文档旨在简要介绍《外研社教学课件跨文化国际传播英语教程 U4-1》的背景、适用对象和教学目标等内容。

课程结构本文档旨在简要介绍《外研社教学课件跨文化国际传播英语教程U4-1》的背景、适用对象和教学目标等内容。

课程结构本教学课件是《外研社教学课件跨文化国际传播英语教程 U4-1》的课程结构说明。

课程分为多个单元，每个单元都包含特定的主题和教学内容。

以下是每个单元的简要说明：本教学课件是《外研社教学课件跨文化国际传播英语教程 U4-1》的课程结构说明。

课程分为多个单元，每个单元都包含特定的主题和教学内容。

以下是每个单元的简要说明：单元一：全球化主题：全球化的概念和影响教学内容：全球化的定义，全球化对文化、经济、政治以及环境的影响，全球化背后的驱动因素。

单元二：跨文化传播主题：跨文化交流和传播的挑战与机遇教学内容：跨文化交流的重要性，跨文化传播的障碍与解决策略，跨文化传播中的误解与误解的解决方法。

单元三：语言与文化主题：语言和文化之间的关系教学内容：语言与文化的相互影响，语言在跨文化传播中的作用，语言在文化认同和身份上的重要性。

单元四：文化差异主题：不同文化之间的差异和冲突教学内容：不同文化之间的价值观、、俗的差异，文化冲突的原因与解决方法。

单元五：国际商务沟通主题：国际商务沟通的特点和技巧教学内容：国际商务沟通的挑战，跨文化商务交流的技巧与策略，有效解决国际商务沟通中的问题。

以上是《外研社教学课件跨文化国际传播英语教程 U4-1》的课程结构简要说明，每个单元都涉及不同的主题和教学内容，以便帮助学生更好地理解和应对跨文化国际传播的挑战。

本文介绍了教师在教授《外研社教学课件跨文化国际传播英语教程 U4-1》时可以采用的教学方法。

以下是一些教学方法的概述：综合训练：教师可以采用综合训练的方式来帮助学生提高听说读写的能力。

通过结合不同的语言活动，如听力练、口语训练、阅读理解和写作练，学生可以全面提升语言技能。